CoGS Counting on a Greener Scotland A LEARNING RESOURCE FOR TUTORS
WEATHER AND CLIMATE, CLIMATE CHANGE, ENERGY AND RENEWABLES, NUMERACY SUPPORT, PLACES TO VISIT COGS - Counting on a Greener Scotland A LEARNING RESOURCE FOR TUTORS (JUNE 2012) Authors: Heather Reid, Alison Mclachlan Funded by Education Scotland. ISBN: 978 0 902303 75 1 Published by the Workers’ Educational Association, Riddle’s Court, 322 Lawnmarket, Edinburgh, EH1 2PG. The Workers’ Educational Association is a charity registered in England and Wales (number 1112775) and in Scotland (number SC039239) and a company limited by guarantee registered in England and Wales (number 2806910). Registered address is WEA, 4 Luke Street, London, EC2A 4XW. © Workers’ Educational Association (JUNE 2012) Email: [email protected] www.weascotland.org.uk You may re-use this publication free of charge in any format for research, private study or internal circulation within an organisation. You must re-use it accurately and not use it in a misleading context. The material must be acknowledged. For any third party copyright material use, you will need to obtain permission from the copyright holders. DESIGN www.theroundroom.co.uk
WORKERS’ EDUCATIONAL ASSOCIATION SCOTLAND
COGS - Counting on a Greener Scotland A LEARNING RESOURCE FOR TUTORS - ISBN: 978 0 902303 75 1 COGS - Counting on a Greener Scotland - A LEARNING RESOURCE FOR TUTORS
CONTENTS
Foreword and Introductions 1 Weather and Climate 2 Climate Change 3 Energy and Renewables 4 Numeracy Support 5 Places and Visits 6 COGS Updates Acknowledgements
I Foreword and Introductions COGS - Counting on a Greener Scotland - A LEARNING RESOURCE FOR TUTORS
How to use this pack
The purpose of the pack them. Although the COGS pack is, on Adult Literacies in Scotland 2020, the surface, about climate, weather Scotland’s ten year strategy for improving and energy, at its core sits numeracy. adult literacy and numeracy, is clear In order to understand the numeracy that learners should have access to used in information around weather, high quality resources. The Workers’ climate change and energy, we need Educational Association and Heather Reid, an understanding of the mathematical in collaboration with Education Scotland, nuts and bolts. The pack offers a range have responded to this aspiration by of numeracy related learning activities producing this learning pack- Counting and pointers to further, external resources on a Greener Scotland (COGS). The to enable learners to consolidate and COGS pack aims to provide opportunities broaden existing knowledge and for learners to develop their knowledge, understanding, and apply skills in ways skills and understanding of numeracy, that will help them improve key areas in the particular contexts of weather, of their lives climate change and energy. Using the pack Who the pack is designed for The COGS pack could be used as We have designed the pack to be used a stand-alone course, working from primarily with adult learners. It is put cover to cover or it could be used together with adults in mind and so uses to supplement or complement appropriate language and graphics. existing adult learning activities. However, it could used in schools, youth Equally the pack could be used to clubs, community groups or in any other help encourage a more confident appropriate learning context, including understanding of the three main topics SQA accredited numeracy provision. In themselves, and any related issues, many ways the pack reflects the ambitions with a view to increasing social inclusion, of Curriculum for Excellence: it is rich in confidence in decision-making and opportunities for learning while not being problem solving. prescriptive; it allows for deep learning in We have tried to keep the information contexts that are relevant to the lives of as succinct as possible and have included individuals who understand themselves a variety of activities: calculations, quizzes, as global citizens; and it threads numeracy and case studies. The activities vary in – and literacy – through broader areas length and complexity. Tutors should feel of interest. free to “cut and paste” bits of the pack, or adapt activities, to suit the courses or The content and how it is structured sessions they deliver. We have drawn on expertise and knowledge from a wide variety of An organic resource organisations to bring together information The pack will be hosted online also and activities that will make the content so that development of new activities/ as relevant as possible to learners’ sections can be incorporated. Tutors/ everyday lives and to increase their learners can contribute further material understanding of the world around to the online version as well.
II Foreword and Introductions COGS - Counting on a Greener Scotland - A LEARNING RESOURCE FOR TUTORS
Counting on a Greener Scotland Numeracy Pack
’A World of Numeracy‘ was the theme of To sustain the momentum from Education Scotland’s 7th annual Scottish the Seminar, Education Scotland Adult Numeracy Seminar. The Seminar commissioned Counting on a Greener reminded us that numeracy can be the Scotland, a numeracy pack containing key to gaining a critical understanding learning resources and activities to of the world around us. Meteorologist support the development of skills and Heather Reid gave a keynote address knowledge to understand numeracy and on the topic of ’Numeracy and Climate environmental topics and their impact Change‘. In addition, Heather, together on everyday lives. The pack, developed with the Workers‘ Educational Association by Education Scotland, WEA and Heather (WEA), delivered a workshop called Reid, is full of useful and easily accessible ’Climate Counts‘ where they used information and aims to provide numeracy to analyse the weather. opportunities for learners to develop The keynote address and the workshop their knowledge, skills and understanding explored the many causes and of numeracy, in the particular contexts consequences of climate change and of weather, climate change and energy. the impact on food security from both There are many interactive and thought local and global perspectives. The provoking activities that use numeracy to workshop offered practical resources explore the themes outlined in the pack. and ideas for tutors to use with learners I am pleased to recommend a learning and highlighted links between climate resource that is empowering, relevant, and numeracy. Both the keynote address inspiring and important to learners, and the workshop were well received tutors and communities. and resulted in further interest in using numeracy as a means of understanding environmental issues.
Dr Alasdair Allan MSP Minister for Learning, Science and Scotland’s Languages The Scottish Parliament
III Foreword and Introductions COGS - Counting on a Greener Scotland - A LEARNING RESOURCE FOR TUTORS
Introductions The impacts of climate change are far reaching and likely to affect all of our lives: From changes in the weather, to questions about food security and how we produce and use energy. Numeracy underpins our understanding of these issues, consequently I hope this ‘Counting on a Greener Scotland’ learning resource can raise awareness about many of these important issues and help to develop the necessary numeracy skills for learners to make informed decisions now, and in the future. I have thoroughly enjoyed working on this resource and hope it will be useful to many practitioners involved in both numeracy and science education. Thank you to Education Scotland for asking me to be involved and it’s been a pleasure to collaborate with the Workers’ Educational Association.
Dr Heather Reid OBE Meteorologist & Science Education Consultant
WEA Established in 1903 to open up education for working people, the Workers’ Educational Association (WEA) has grown to be the largest voluntary sector provider of learning in the UK. With a long and distinguished history in delivering learning in communities and workplaces the WEA continues to respond to emerging social justice issues of the day. Working together in partnership with a range of agencies our learning provision is always student-centred and focuses on the most socially isolated or disadvantaged. The WEA has built up a wealth of experience in numeracy and environmental learning over the last ten years; developing courses at Glasgow Science Centre and successfully delivering a range of innovative projects on behalf of the Scottish Government. Our work contributes directly to building a Smarter Scotland by supporting learners to gain the numeracy skills and confidence that allow them to grasp the opportunities around them. Counting on a Greener Scotland tutor resource pack is the result of the partnership working, innovative tutoring practices and student feedback from the past ten years of the WEA’s involvement in Numeracy and Environment studies.
Jayne Stuart Director, WEA Scotland
IV 1 Weather and Climate COGS - Counting on a Greener Scotland - A LEARNING RESOURCE FOR TUTORS
The Importance of Weather
Weather affects all of our lives It not only dictates what clothes we wear and how we travel to work but also what sports we play and how we spend our leisure time. It is not surprising that the world’s best skiers come from countries with snow covered mountains like Norway, Italy and Canada. At the same time, warm weather locations like Australia, Hawaii and the Caribbean are associated with barbeques, surfing and playing on the beach. Scotland is well-known for its ‘changeable’ weather and is often described as a country where you can get ‘all four seasons in one day’, but compared to other parts of the world, the weather is rarely extreme. Scotland does not often experience hurricanes, tornadoes, drought or temperatures below minus 20ºC. Weather also influences how we use the land around us. The weather directly affects how crops will grow and whether global food supplies can be maintained. Prolonged severe weather can often lead to food shortages and ultimately higher prices. In the developing world, where food can be scarce, drought and flood can lead to starvation on a massive scale. Across the world, severe weather can disrupt local infrastructure and cause widespread devastation. In 2005 Hurricane Katrina became the most costly natural disaster in US history and claimed over 1800 lives. It caused a storm surge over six metres high and winds of over 140mph in New Orleans. In Scotland, winds of over 100mph on 3rd January 2012 caused widespread chaos. More than 160,000 homes were without electricity, road bridges were closed and the storm caused the worst ever damage at Edinburgh’s Botanic Gardens. Consequently, accurate weather forecasts play an important role in not just helping people plan their daily lives but also to prepare and deal with severe weather events. The first step in producing an accurate weather forecast is to understand the processes that create weather in the Earth’s atmosphere.
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The Science of Weather
The term weather is used to describe day to day variations in the Earth’s atmosphere. These variations normally occur in the lowest layer within the atmosphere called the troposphere. This is a dense layer containing a mixture of gases and stretching up to 18km high. The variations occur because of three main factors – the Sun, the Earth’s rotation and the presence of water.
Ionosphere (Aurora) 350km
Mesosphere 90km
Ozone Layer Tropopause Stratosphere 50km Troposphere 14km 18km Earth
The Sun Heat energy from the Sun causes air at the Earth’s surface to warm and rise. This process is called convection. Once the air has left the warm Earth’s surface it cools and starts to sink downwards again. This results in differences in pressure across the Earth’s surface and creates areas of ‘low’ and ‘high’ pressure. Low pressure areas form where air is rising away from the surface, and high pressure areas form where air is sinking or pressing down on the Earth’s surface. Air will always try to move from high to low pressure areas and this motion is what we commonly call ‘the wind’.
Wind mechanisms Upper air current
Downdra Updra Wind
High pressure Low pressure
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The Earth’s Rotation The Earth’s rotation adds more movement to the air. As a result of the Earth’s rotation, the air is deflected to the right in the Northern Hemisphere and deflected to the left in the Southern Hemisphere. These deflections are caused by the ‘Coriolis Force’ which arises because of the Earth’s rotation. The size of the deflections is related to the speed at which the air is moving and also its latitude. Strong winds are deflected most. ASSOCIATED ACTIVITY: 1.1 LABEL THE CONTINENTS
Due to the earth’s rotation
Objects de ect to the right in the Northern Hemisphere Northern Hemisphere
Southern Hemisphere Objects de ect to the le in the Southern Hemisphere
Combining Convection and Rotation Effects Convection from the Sun and the Earth’s rotation combine to set up a global circulation of moving air within the atmosphere as shown below.
Surface Wind Bands High pressure Descending air 90oN Low pressure Raising air 60oN
High pressure Descending air Horse latitudes 30oN North trade winds
o Low pressure 0 Doldrums Raising air Southeast trade winds 30oS High pressure Horse latitudes Descending air Westerlies 60oS
Low pressure Polar Easterlies Raising air 90oS High pressure Descending air
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This circulation is a complex global pattern of winds that transport all types of weather around the world. The global circulation is the starting point for weather on our planet. Since the Earth’s surface is curved, the most intense solar heating occurs at the Equator. This produces a line of low pressure systems that are essential for rainfall in some of the world’s driest areas and is called the Intertropical Convergence Zone. High pressure areas can be found at 30 degrees North and South of the Equator, while a band of low pressure systems are at 60 degrees North and South of the Equator and usually influence our weather patterns. At the Poles air is sinking and producing high pressure areas that give very dry conditions for most of the time. The global circulation has been observed for a long time and Christopher Columbus used the Northeasterly trade winds between 30 degrees North of the Equator to reach America in 1492. The Horse Latitudes where high pressure dominates and winds are light, possibly got their name from Spanish sailors throwing dead horses overboard during prolonged calm weather in an effort to conserve water supplies! ASSOCIATED ACTIVITY: 1.2 LONGITUDE/LATITUDE
Water in the Atmosphere The Earth’s atmosphere is unique within the Solar System because it contains water vapour and experiences a range of temperatures that allows water to exist as a gas, liquid and solid. Around 90% of the water vapour in the air comes from the oceans. When the Sun heats the ocean, liquid water changes to the gas water vapour by a process called evaporation. The air can only hold a certain amount of water vapour and this is dependent on temperature. Warm air holds more water vapour than cold air. When warm air is cooled, the water vapour changes back to a liquid by a process called condensation. This is the mechanism which produces clouds. Water vapour condenses to form water droplets on specks of dust in the sky. These grow and become clouds. The average size of a cloud droplet is around 20 microns (0.02mm). Rain falls from clouds when the tiny water droplets grow large enough (usually by bumping and merging with each other) to fall to Earth under the influence of gravity. The average size of a raindrop is 2000 microns (2mm). If it’s cold enough for the water droplets to freeze and form ice crystals it could snow or the cloud may produce hailstones. Working out where clouds will form, what the temperature will be and whether it will rain or not is a complicated process called the weather forecast!
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Forecasting the Weather
The UK’s Meteorological Office (Met. Office) in Exeter is one of the world’s leading providers of weather forecasts. They use a technique called Numerical Weather Prediction to produce forecasts. This process uses one of the largest supercomputers in the world, but like all computers, it needs starting information and the first step in the forecast is to collect an accurate picture of present weather from observations around the world.
Measuring the weather The Met. Office uses many sources of observations including data from weather balloons, satellites and ships, as well as the conventional weather stations with their Stevenson Screen full of thermometers, rain gauges and wind anemometers. It’s important to create the most accurate picture of present weather, because a tiny error in the initial data can result in a large and unpredictable error in the forecast. Consequently, all weather observations are subject to an intense quality control process. ASSOCIATED ACTIVITIES: 1.3 WEATHER INSTRUMENTS, 1.4 MAKE YOUR OWN RAIN GAUGE, 1.5 RAIN GAUGE - RECORDING DATA, 1.6 RAIN GAUGE - ANALYSING DATA, 1.7 TEMPERATURE DATA ANALYSIS, 1.8 FORECAST SYMBOLS, 1.9 BEAUFORT SCALE, 1.10 WEATHER DIARY.
Numerical Weather Prediction Once all the initial data has been collected and checked to make sure it’s reliable, the next step is to use the large supercomputer to simulate how the atmosphere behaves as it moves forward in time. Inside the supercomputer sits the science of the weather. It’s this science that describes how the atmosphere will change in the hours and days ahead. The computer produces charts of temperatures, pressure, rainfall and other weather parameters which weather forecasters then analyse to produce the weather forecast. ASSOCIATED ACTIVITY: 1.11 FORECASTING THE WEATHER
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Weather Reports – Definitions Weather forecasts often use terms and symbols which can be confusing. The definitions below should help explain popular weather jargon. This information could be used to explain and discuss weather forecasts from TV, Radio, Newspapers and the internet.
Precipitation Precipitation falls from clouds and can take the form of rain, sleet, hail or snow. Clouds are formed when water vapour condenses to form lots of water droplets. The droplets can bump together to form large droplets and when they get too heavy to stay in the cloud they fall to Earth as rain. If the cloud stretches high into the sky where temperatures are below freezing, the water droplets freeze and become ice particles. The ice particles can join together in different ways to make snowflakes or hailstones. If the ice melts a little, we get a mix of rain and snow called sleet.
Wind On a weather map, wind arrows point FROM the direction from which the wind is blowing. 12 So this symbol indicates a Southwesterly wind. Wind speeds can range from a gentle breeze blowing around 10mph that just rustles leaves in the trees - to a strong wind at 25 to 30mph when whole branches start to move and it’s difficult to use an umbrella. We reach gale force winds with speeds between 39 and 46mph. If winds reach over 60mph it’s up to storm force and the wind can uproot trees and cause damage to buildings. Finally when winds reach speeds of over 74mph – that’s Hurricane Force.
Temperature In Scotland, daytime temperatures range from around 6ºC in December to around 18 degrees Celsius in July. These are average figures and it can get much colder during the winter months with several days when the temperature doesn’t rise above freezing. In the summer we can have long warm days with temperatures as high as 30 degrees Celsius. Many other parts of the world are both warmer and colder than we are.
Visibility In weather terms, visibility describes the distance at which an object can be clearly seen. So if the visibility is 30km, that means we can clearly see objects, like mountains and bridges that are 30km away. Visibility becomes reduced when we have mist or fog. Fog is like a low level cloud and it’s made up of lots of tiny water particles. Officially, when visibility is reduced to less than 1000 metres then we say that we have ‘fog’. That’s the measurement used at airports. For drivers on the roads it is slightly different, we normally describe poor visibility as ‘fog’ when it is difficult to see objects 200m away.
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Humidity Humidity is a measure of how much water vapour is in the air. The more water there is in the air, the higher the humidity. Warm air can actually hold a lot of water vapour, so some of our most humid days actually occur during the summer months.
Pressure The pressure map shows isobars – lines of equal pressure. In our atmosphere air is constantly moving. It’s rising and sinking. Where air is sinking and pushing down on the Earth’s surface – this causes an increase in pressure and creates a high pressure area. High pressure normally brings dry and settled weather. Isobar lines are far apart on the chart for high pressure areas. Where air is rising away from the Earth’s surface, low pressure areas form. These areas bring wet and windy weather. The isobar lines for low pressure areas are often close together. The closer they are – the windier it is.
Extreme Weather Red warning triangles are used in weather forecasts to indicate a danger of extreme weather. As a result of climate change, we are likely to experience more extreme and unpredictable weather in the future. There are many different types of severe weather, for example, severe ice and heavy or drifting snow which can make walking or travelling dangerous. Severe flooding can block roads or flood homes or lead to landslides. A long period of very hot weather can make life difficult for people with health problems. The most extreme weather we tend to get in the UK is severe storms and high winds which can knock down trees and destroy property. However, extreme weather in other countries can take the form of powerful tornados, hurricanes and monsoon rains.
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Weather vs Climate Rainfall for the week
Weather describes what’s happening outdoors on a daily basis. In Scotland the weather can change several times in just a single day. Climate is different because when we’re talking about our climate, we’re referring to how our weather behaves over several years. We have to add up all the rainfall, all the hours of sunshine, M T W T F S S and all the temperatures each year for several years (climate scientists normally use a period of 30 years) and from that information we can work out the average weather or climate. Temperature To summarise, weather refers to day to day changes. Climate trends is the average weather worked out over a much longer period of time.
Climate Zones around the World The world is normally divided into 6 climate zones and these zones depend on several factors. 40’s 50’s 60’s 70’s 80’s 90’s 00’s The first main influence is temperature. If a country lies near the Equator it tends to be hot, but if it’s near the Poles it’s normally colder. A country can also have a cold climate if it’s very mountainous with most of its land sitting well above sea-level. Wind direction can also influence climate. If winds are being blown from a hot area they will raise temperatures. The opposite is also true - if winds have been blown from cold areas they will lower temperatures. Closeness to the sea is also important in deciding a country’s climate because the sea cannot warm or cool down as much as land. As a result coastal areas don’t experience extremes in temperature. However countries well away from the influences of the sea can get very hot and very cold. The seasons are also not the same for every part of the world. We have four seasons in Scotland – summer, winter, autumn and spring. However, some countries only have 2 seasons – a wet season and a dry season. Countries on the Equator can have the same temperature and weather all year round.
There are 6 different global climate zones: Temperate where winters are cold and summers are mild. Polar - where it’s very cold and dry all year round. Arid - where it stays dry and hot. Tropical - where it stays hot and wet all of the year. Mediterranean - where the winters are mild and the summers hot and dry. Mountainous - where its stays very cold throughout the year.
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Temperate Temperate climates rarely have extremes of temperature or rainfall. The weather can be quite changeable with rain one day and then sunshine the next. Not surprisingly, Scotland’s weather is temperate!
Polar Polar climates stay very cold and dry for most of the year. They include the Tundra and ice-cap climates where temperatures stay below freezing all the time. Parts of Canada, Russia, Greenland, Alaska and the Antarctic all have polar climates. The lowest temperature ever recorded was minus 88 degrees Celsius at Vostock in Antarctica.
Arid Arid climates are normally hot and very dry, so they have a severe lack of water. Deserts fall into this category. The Sahara Desert along with Saudi Arabia and large parts of Iran and Iraq all have arid climates with only the occasional cactus!
Tropical Countries close to the Equator where the weather is hot and humid have a Tropical Climate. During the wet season it can rain very heavily almost every day, but at the same time temperatures stay above 25 degrees Celsius, even in winter! Tropical climates include countries with a monsoon season like India and Sri Lanka. Countries with tropical rainforests like Brazil, parts of Africa and Indonesia also have tropical climates.
Mediterranean A Mediterranean climate produces hot, dry summers and cooler, wetter winters. This type of climate obviously occurs in regions around the Mediterranean Sea, like Italy, Spain and Greece but you can also get a Mediterranean style climate in coastal parts of California, South Africa and Southern parts of Australia. The hot and dry summers and normally frost free winters make this climate ideal for growing citrus fruit.
Mountainous A Mountain climate usually refers to countries with high lands. Consequently the climate is normally cold with occasional snow. Alpine climates consisting of glaciers, high level pasture land and rare plant life are also included in this climate zone. Other famous mountain climates around the world, include the Rocky Mountains, the Andes, the Himalayas, and the Tibetan Plateau. ASSOCIATED ACTIVITIES: 1.12 CLIMATE ZONES, 1.13 TEMPERATURE COMPARISONS, 1.14 RAINFALL COMPARISONS, 1.15 WEATHER AROUND THE WORLD
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Climate Change Scientists believe that the world’s climate is changing as a result of the large quantities of CO2 and other greenhouse gases that we’re pumping into the Earth’s atmosphere. This has probably led to increasingly unpredictable and extreme weather. In the years ahead we may find that the climate in each of the 6 zones defined overleaf, could change too. For instance, the polar regions may experience milder weather causing the ice-caps and permafrost to melt. Some scientists also believe that climate change may make the Amazon region much drier resulting in the large scale destruction of tropical rainforest. Only time will tell how dramatic these changes are likely to be but our understanding and definitions of climate zones may have to change too.
Average mean temperature in Scotland
8.0 7.93 7.9
7.8
7.7
7.6
7.5 7.44 7.4 7.3 7.27 7.3
7.2 7.13 7.1 7.1 Average Mean temperature Average 7.08 7.0 6.92 6.96 6.9 6.85 6.8 1910 -1919 1920 -1929 1930 -1939 1940 -1949 1950 -1959 1960 -1969 1970 -1979 1980 -1989 1990 -1999 2000 -2009 Decades
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Weather and Climate ASSOCIATED ACTIVITIES
1.1 Label the Continents 1.2 Longitude and Latitude 1.3 Weather Instruments 1.4 Make your own Rain Gauge 1.5 Rain Gauge - Recording Data 1.6 Rain Gauge - Analysing Data 1.7 Temperature - Analysing Data 1.8 Forecast Symbols 1.9 The Beaufort Scale 1.10 Weather Diary 1.11 Forecasting The Weather 1.12 Climate Zones 1.13 Climate - Temperature Comparisons 1.14 Climate - Rainfall Comparisons 1.15 Weather around the World
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ACTIVITY 1.1 Label the Continents - definitions
A continent is one of several very large landmasses on Earth. They are generally identified by convention rather than any strict criteria. The Equator, (important line of latitude - see Longitude and Latitude activity) divides the Earth in half. Each half is called a hemisphere. Above the Equator is called the Northern Hemisphere, below the Equator is the Southern Hemisphere. a + b. Read the definitions below and then label the continents and oceans (Pacific Ocean, Atlantic Ocean, Indian Ocean, Arctic Ocean) on the map provided. (use an atlas or online references for help). Africa A continent that crosses the Equator. It is South of Europe and is bordered by the Atlantic and Indian Oceans. Antarctica The continent that surrounds the South Pole of the Earth. Asia A continent in the Northern Hemisphere. Asia is attached to Europe (and east of it). Australia A continent, an island, and a country in the Southern Hemisphere. Equator An imaginary line that divides the Earth into Northern and Southern Hemispheres. Europe A continent in the Northern Hemisphere. Europe is attached to Asia (and west of it). North America A continent in the Northern Hemisphere; it is North of South America. It is bordered by the Atlantic and Pacific Oceans. North Pole The point that is the farthest North on Earth. South America A continent that is mostly in the Southern Hemisphere. It is bordered by the Atlantic and Pacific Oceans. South Pole The point that is the farthest South on Earth.
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ACTIVITY 1.1 Label the Continents - map
Northern Hemisphere
N
Southern W E Hemisphere S
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ACTIVITY 1.1 Label the Continents - questions
c. Which is the biggest/smallest continent by land mass? d. Name a continent that is entirely in Northern Hemisphere and one which is entirely in the Southern Hemisphere? e. What is the largest country in each continent? f. What is the current population of each continent? g. Which continent has the largest/ smallest population? Discuss reasons for these differences in population size. h. Choose 6 european countries, what is the population of each? Use a graph to illustrate your data and discuss the differences in size.
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ACTIVITY 1.2 Longitude and Latitude - definitions
Lines of latitude and longitude are used to form an invisible grid over the Earth and are used to precisely locate positions anywhere on Earth’s surface. Lines (or meridians) of latitude circle the Earth and show the distance NORTH or SOUTH of the Equator. The Equator is 0°. Unless on the Equator, latitudinal positions will be marked with a N or S to denote position in relation to the Equator. Lines (or meridians) of longitude show the distance EAST or WEST of the Greenwich meridian 0°. All lines of longitude run from pole to pole. Unless on the prime (Greenwich) meridian, longitudinal positions will be marked with E or W to denote position in relation to the prime meridian. When giving a position using latitude and longitude, the latitude is always given first.
North Pole North Pole North Pole North Pole 90oN 90oN
60oN 60oN
30oN 30oN E E E E E E W W W o W W W o o o o o o o o 0 o o o o 0 o o o 0 Equator 0 Equator 60 40 20 60 40 20 40 60 20 40 60 20
30oS 30oS
60oS 60oS N 90oS 90oS South Pole South Pole South Pole South Pole
W E
S
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ACTIVITY 1.2 Longitude and Latitude - questions
a. Read the text below and fill in the blanks. Word box Lines of longitude are always ...... They run from East length the North ...... to the ...... Lines of Pole vertical longitude are always the same ...... The line of South Pole West longitude zero degrees is known as the ...... The Greenwich Meridian lines of longitude show how far ...... or ...... of zero degrees (or 0o) a particular location is.
b. Read the text below and fill in the blanks. Word box South 90 Equator Lines of latitude are always ...... The line of horizontal distance latitude zero (0o) degrees is known as the ...... North Pole The line of latitude 90 degrees N is known as the ...... The South Pole has a value of ...... degrees. Lines of latitude are always the same ...... apart.
c. Complete the table below to give the latitude and longitude for the places shown on the chart.
Place Latitude Longitude 180 160 140 120 100 80 60 40 20 0 20 40 60 80 100 120 140 160 180 O O A 30 N 80 W 75 75 D 60 60 B 45 45 A C 30 30 15 15 O 0 0 D 130 E B 15 15 E C E 30 30 G 45 45 F F 60 60 G 75 75 180 160 140 120 100 80 60 40 20 0 20 40 60 80 100 120 140 160 180
d. Give the latitude and longitude of the places below, which country are they in?
Place Latitude Longitude Country Glasgow Moscow Arica Libreville
e. Consider the position of these places and what influences their location has on their weather?
NB degrees are divided in 60 parts called minutes and these minutes are divided into 60 parts called seconds - leading to a more precise location from coordinates.
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ACTIVITY 1.3 Weather Instruments
a. Here are a selection of weather instruments. Link these pictures to the names and functions below:
Weather balloon – to record high altitude weather data. Weather satellite – to record weather data from space. Thermometer – to measure air temperature. Barometer – to measure air pressure. Rain gauge – to measure precipitation. Wind vane – indicates wind direction. Anemometer – measures wind speed.
FURTHER ACTIVITIES RELATING TO WEATHER INSTRUMENTS: Discuss if people own or have seen any of these instruments - where might they be able to see them? What sources do people use to find out about weather? Use internet to research weather data collection. Discuss weather folklore/tales e.g. red sky at night. Are they accurate?
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ACTIVITY 1.4 Make your own Rain Gauge
Rainfall is usually measured by first collecting it in a rain gauge. These special drums are then used to record the depth of the water inside. Rain gauges are usually about 50cm tall and are placed on the ground just high enough to avoid splashes. Rain water that is caught in a funnel on top, runs down into a measuring cylinder below – where it can be recorded. To make your own rain gauge to keep a record of how much rain falls, follow the instructions below.
You will need: • a large plastic soft drinks bottle. • scissors. • a ruler. • a waterproof marker pen. (or coloured sticky tape). • a heavy flower pot. • a notepad and pencil (to record the results). Instructions: 1. Carefully cut the top off the plastic bottle with the scissors. (about 1/3rd of bottle). 2. Turn the top upside down and wedge it in the bottle to form a funnel. (If necessary, use sticky tape to hold the top of the bottle in place). 3. Using a ruler, measure out a scale (in millimetres) on a piece of paper. Either stick this to the side of the bottle, or use the marker pen to mark out the lines instead. Alternatively, cut the coloured tape into strips and stick them a certain distance apart (e.g.: 10mm) up the side of the bottle. Make sure that whatever you use, it is waterproof! 4. To prevent the rain gauge from blowing over, place it outside in a heavy flower pot. (can use plasticine to steady bottom of bottle). Alternatively, you could dig a hole in the ground for it to stand in. Make sure the rain gauge is placed in an open area. If it is near any trees or buildings, extra water could drip into it and your measurements will not be accurate. 5. Now you are ready to record how much rainfall is received over a certain time. Check the rain gauge every day,and record how much water is in the bottle. Use the scale or the marks on the side of the bottle to help you. (remember to empty rain after every measurement). 6. Each time you measure the water, plot the results on a graph or in a table. There is a rainfall recording table on next page.
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ACTIVITY 1.5 Rain Gauge - Recording Data
Record measured rainfall from rain gauge below
DAY MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY SUNDAY OF WEEK
Time
Rainfall recorded (mm)
ACTIVITY 1.6 Rain Gauge - Analysing Data
Plot the rainfall recorded daily from rain gauge on the graph below
30
25
20
15
10
5
Rainfall in millimetres (mm) Rainfall in millimetres 0 Monday Tuesday Wednesday Thursday Friday Saturday Sunday Days
ACTIVITIES: Use the graph to analyse the recorded rainfall data. e.g. wettest day, dryest day, average rainfall over a week.
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ACTIVITY 1.7 Temperature Data Analysis
Use the graph to answer the questions below
How warm is Glasgow? 16 C
º 14 12 10 8 6 4
Temperature in Glasgow Temperature 2 0 Monday Tuesday Wednesday Thursday Friday Days
a. What was the temperature on Thursday?
b. What was the warmest day of the week?
c. Which days were warmer than Tuesday?
d. Was Thursday cooler than Monday?
e. What is the difference in temperature between the hottest day and the coolest day? (The difference between the highest and lowest values in a set of data is called the range).
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ACTIVITY 1.8 Forecast Symbols
Using a selection of newspapers and the internet, draw a selection of weather symbols and write descriptions for them.
Example Example Example Example
Description: Description: Description: Description: Light rain Sunny inFOGtervals MISTThundeCLEARr and lightningHAZY Light rain shower
1 2 3 4
Description: Description: Description: Description:
FOGFOG MISTMIST CLEARCLEAR FOGHAZYHAZY MIST CLEAR HAZY 5 6 7 8
Description: Description: Description: Description:
9 10 11 12
Description: Description: Description: Description:
FURTHER ACTIVITIES: Compare and contrast symbols from different newspapers and internet sites. Use information to help with weather diary or forecasting activities.
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ACTIVITY 1.9 The Beaufort Scale
The Beaufort scale was developed in 1805 by Francis Beaufort while serving in the Royal Navy. It is a scale for measuring wind speeds and is based on observation rather than accurate measurements. Prior to Beaufort’s scale, naval officers made regular weather observations but there was no continuity between these observations and no official definition of a strong wind or gentle breeze. Beaufort produced a standard scale with easy to use descriptions which was adopted world-wide and is still the most commonly used wind measuring scale today. Use this table to help complete your weather diary.
BEAUFORT WIND WIND DESCRIPTION LAND EXAMPLE NUMBER SPEED SPEED CONDITIONS IMAGE MPH KNOTS
0 < 1 < 1 Calm Calm
1 1 - 3 1 - 3 Light air Wind motion visable in smoke
2 4 - 7 4 - 6 Light breeze Leaves rustle
3 8 - 12 7 - 10 Gentle breeze Smaller twigs in constant motion
4 13 - 18 11 - 16 Moderate breeze Small branches begin to move
5 19 - 24 17 - 21 Fresh breeze Smaller trees sway
6 25 - 31 22 - 27 Strong breeze Large branches in motion
7 32 - 38 28 - 33 Near gale Whole trees in motion
8 39 - 46 34 - 40 Gale Twigs broken from trees
9 47 - 54 41 - 47 Severe gale Light structural damage
10 55 - 63 48 - 55 Storm Trees uprooted. Considerable structural damage
11 64 - 72 56 - 63 Violent storm Widespread structural damage
12 73 - 82 64 - 71 Hurricane Massive and widespread damage to structure
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ACTIVITY 1.10 Weather Diary
Using resources included in the pack like the rain gauge, the Beaufort scale and/or newspapers, internet searches and your own observations, fill in this weather diary for a week.
DAY DATE TEMPERATURE ºC RAINFALL WIND SPEED WEATHER DESCRIPTION/ MAXIMUM mm mph SYMBOL Monday Tuesday Wednesday Thursday Friday Saturday Sunday
When you have completed the diary, information can be discussed in the group.
FURTHER ACTIVITIES: To compare and analyse the data for each column - Make a graph of all temperature data. What was the maximum temperature? What was the average temperature for the week? What was the hottest/coldest day?
Make a graph of all rainfall data What was the highest/lowest rainfall? What was the average rainfall for the week? What was the driest/wettest day?
Make a graph of all windspeed data What was the highest/lowest windspeed? What was the average windspeed for the week?
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ACTIVITY 1.11 Forecasting the Weather
Newspapers, TV and internet forecasts can give us an idea of what type of weather we can expect locally and globally over short periods of time. We can get forecasts for a variety of timescales e.g. hourly, daily, weekly and monthly (although the degree of accuracy will reduce as timescale increases). This activity includes examples of typical forecast information to illustrate what you might come across in a newspaper. Although there are variations on symbols and information provided in forecasts, interpreting the information below and answering the questions will encourage confidence in understanding basic weather forecasts.
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ACTIVITY 1.11 Forecasting the Weather
12 NOON TODAY
18 INVERNESS
ABERDEEN Sunny Sleet 25 MODERATE 19 ATLANTIC OCEAN Sunny Intervals Lightening EDINBURGH 20
Cloudy Hail 22 20 NEWCASTLE NORTH SEA UPON TYNE
Drizzle Snow 25 Overcast Temperature LIVERPOOL 2020 DUBLIN (Celcius)
21 25 Rain 20 20 Wind speed NORWICH (mph) & direction 25 27 28 Sunny showers Sea conditions GLOUCESTER CALMCALM CARDIFF LONDON
25 DOVER 15 28
PLYMOUTH
MODERATE SLIGHT
ENGLISH CHANNEL 10
FORECAST AROUND BRITAIN General: There may be 3. W Midlands, SW, NW 24hrs to 6pm: T = thunder; d = drizzle; ds = dust storm; isolated showers near the East England, Wales: Mainly dry fg = fog; s = sun; sl = sleet; sn = snow; f = fair; c = cloud; r = rain; h = hail; du = dull; g = gale; coast of England at first but with sunny spells, but with sh = shower; b = bright; these will soon die out. Most of showers in east overnight. England and Wales will then Wind southerly light to SUNSHINE RAINFALL MAX. TEMP WEATHER (HRS) (INCHES) ºC ºF CONDITIONS be dry and bright. moderate. Max 25ºC (77ºF). Aberdeen 10.1 - 23 73 s There will be some sunshine 4. Lake District, Isle of Man, Anglesey 10.4 - 21 70 s and the Southeast will be SW Scotland, Glasgow, Aspatria 9.2 - 19 66 s hot and sultry with thundery Central Highlands: Mainly dry, Avemore 7.6 - 19 66 b Belfast 7.5 - 19 66 b weather developing in the bright spells. Wind southerly evening. Birmingham 7.1 0.04 22 72 s moderate. Max 22ºC (72ºF). Bognor R 4.7 0.06 24 75 b Northern Ireland and 5. Edinburgh & Dundee, Bournmouth 7.0 0.03 25 77 s Western Scotland will be Bristol 10.0 - 23 73 s Aberdeen, Moray Firth, NE cloudy with outbreaks of rain, Buxton 7.0 - 20 68 b some perhaps on the heavy Scotland, Orkney, Shetland: Cardiff 11.7 0.11 20 68 s side. Eastern Scotland will be Dry, bright or sunny spells, Clacton 5.2 0.31 21 70 r mainly dry with bright or sunny Wind southeast moderate to Cleethorpes - 0.61 17 63 r fresh Max 19ºC (66ºF). Cromer 1.2 0.83 18 64 r spells. Doncaster 2.7 0.28 21 70 r 1. London, SE England, 6. Argyll, NW Scotland, N Dunbar 7.1 - 20 68 b E Anglia, Central S England, Ireland: Cloudy with rain, some Eastbourne 5.6 0.59 22 72 b E Midlands, Channel Isles: perhaps heavy. Wind south Edinburgh 10.5 - 21 70 s Eskdalemuir 8.2 - 18 64 s Hot and sultry. Thunderstorms moderate to fresh Max 19ºC (66ºF). Exmouth 11.1 0.01 21 70 s developing in the evening. Fishguard 13.8 - 17 63 s Wind southeast light. Max 28ºC Outlook: Rain spreading Folkstone 7.9 0.57 24 75 b (82ºF). across Scotland, W England Glasgow 6.4 - 19 66 b Guernsey 9.2 0.02 20 68 s 2. E, Central N, NE England, and Wales, clearing the East on Monday. Hastings 6.8 0.66 23 73 s Borders: Early showers then Hayling I. 4.6 0.01 23 73 b dry with sunny spells. Thundery Herne Bay 4.6 0.40 21 70 b overnight. Wind southeast light Hove 5.8 0.28 24 75 c to moderate. Max 26ºC (79ºF). Hunstanton - 0.56 17 63 r
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ACTIVITY 1.11 Forecasting the Weather
Look at the weather map and its key. What are the weather conditions over: a. England and Wales? b. Ireland? c. North West Scotland?
What is the wind direction (where the wind is coming from) and wind speed over: d. English Channel? e. Atlantic Ocean? f. North Sea?
What is the temperature going to be in these places: (Look at the nearest temperature reading). g. London? h. Dublin? i. Inverness? j. Norwich? k. Plymouth? l. Newcastle? m. What information on the map tells you that it is summer?
Look at the forecast panel: n. Most of England will be? o. Which two areas will be cloudy with outbreaks of rain? p. Which area will have a south moderate to fresh wind?
Look at the Around Britain panel: q. What place had the most sunshine? r. Where had the highest rainfall? s. What town or city had the lowest temp?
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ACTIVITY 1.12 Climate Zones
Make a list of the key features of the current Scottish climate.
Polar Temperate Arid Tropical Mediterranean Mountains
a. Using the Climate zone map plot places you have visited/ have been in the news recently. b. Make a table or graph to show the most visited/ least visited zones. Discuss reasons for this. c. Using an atlas/internet searches discuss tourism, population, industry, crops of a selection of countries from each climate zone.
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ACTIVITY 1.13 Climate - Temperature Comparisons
All around the world, different weather conditions exist. By weather we mean what is happening in the atmosphere today, tomorrow or even next week. By climate we mean weather over time. a. Look at temperature data below and decide on an appropriate temperature scale in degrees Celsius. Mark it on the vertical axis of the graph. b. Add suitable labels to the axes of the graph. c. Plot the points on the graph to show temperature in Glasgow each month. Join the dots. d. Plot the points on the graph to show temperature in Cairo each month. Join the dots with a different colour. e. Compare the results. What factors have influenced the figures? f. You may wish to compare temperatures of other countries.
J F M A M J J A S O N D
Maximum temperature in Glasgow and Cairo (ºC)
Glasgow 6 7 9 12 15 18 19 19 16 13 9 7 Cairo 18 21 24 28 33 35 36 35 32 30 26 20 Month J F M A M J J A S O N D
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ACTIVITY 1.14 Climate - Rainfall Comparisons
All around the world, different weather conditions exist. By weather we mean what is happening in the atmosphere today, tomorrow or even next week. By climate we mean weather over time. a. Look at rainfall data below and decide on an appropriate rainfall scale in millimetres. Mark it on the vertical axis of the graph. b. Add suitable labels to the axes of the graph. c. Plot the points on the graph to show how much rain falls in Glasgow and Cairo each month. d. Work out the total rainfall in a year for Glasgow. e. Work out the total rainfall for Cairo. f. Compare the results. What factors have influenced the figures? g. You may wish to compare rainfall of other countries.
J F M A M J J A S O N D
Rainfall measurements in Glasgow and Cairo (mm)
Glasgow 96 63 65 50 62 58 68 83 95 98 105 108 Cairo 5 5 5 3 3 0 0 0 0 0 3 5 Month J F M A M J J A S O N D
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ACTIVITY 1.15 Weather around the World
What will the weather be like and how will it affect us? Overview In this Met. Office activity learners use a range of activity cards to learn about five holiday destinations with different types of climate, and to link tourism and human activity to the weather in each locality. The activity can be differentiated through a choice of activity cards describing climate through a simple statement, a more detailed explanation, and graphs of average weather conditions.
ACTIVITY Introduction a. Ask learners to imagine they have won a holiday competition, and for their prize they can choose one of five destinations on offer on the photo activity cards. In order to make their choices learners will need to find out about the weather and activities at each destination, through discussion and using the activity cards. Main activity b. Working in groups/pairs with a set of photo cards, tourism cards and climate cards, match each photo with the corresponding climate and tourist activity card and choose which holiday they would like.
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ASSOCIATED ACTIVITY ANSWERS
1.1 Label the Continents a. and b. Continent image labelled with continents and oceans c. Largest - Asia Smallest - Australia d. Northern Hemisphere - Europe Southern Hemisphere - Australia e. North America - Canada, South America - Brazil Europe - Ukraine, Asia - China, Africa - Algeria Australia - Australia f. Asia - 4,055,000,000, Africa - 1108500000, Europe - 729871042 North America - 522807432, South America - 379919602 Australia - 20434176, Antarctica - no permanent residents source US census bureau - International Data Base (2010) *nb data will change with time - check current sources for this information g. Asia largest, Antarctica smallest
1.2 Longitude and Latitude a. and b. completed text boxes c. place B 15ºS 20ºN place C 30ºS 120ºE place D 60ºN 130ºE place E 30ºS 140ºW place F 60ºS 70ºW place G 45ºS 30ºE d. Glasgow: 55º50’N 4º15’W - Scotland Moscow: 55º45’N 37º36’E - Russia Arica: 18º19’S 70º20’W - Chile Libreville: 0º23’N 9º27’E - Gabon source www.infoplease.com
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ASSOCIATED ACTIVITY ANSWERS
1.7 Temperature data analysis a. 12ºC b. Friday c. Monday, Thursday, Friday d. Yes e. 11ºC
1.11 Forecasting the weather a. sunny intervals b. rain c. overcast d. 10mph SE e. 25mph S f. 20mph SE g. 28ºC h. 21ºC i. 18ºC j. 27ºC k. 25ºC l. 22ºC m. temperature n. dry and bright o. W. Scotland and N. Ireland p. Argyll, NW Scotland and N. Ireland q. Fishguard r. Cromer s. Hunstanton/Fishguard/Cleethorpes
1.13 Climate - temperature comparisons a. Scale 0-40ºC (suggestion) b. x-axis months of year, y-axis temperature in ºC
1.14 Climate - rainfall comparisons a. 0-110 millimetres (suggestion) b. x-axis months of the year, y-axis rainfall in mm
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Climate Change
Many scientists believe that climate change is one of the biggest challenges facing the global community. ‘Climate change is the most severe problem that we are facing today, more serious even than the threat of terrorism.’ Professor Sir David King, Former UK Chief Scientist (Science 2004). Climate change refers to a prolonged and significant change in average weather conditions such as rainfall and temperature. Climate change can occur in response to natural causes like changes in the Earth’s orbit or volcanic eruptions. However, since the early 1900s, many experts believe that the Earth’s climate has changed due to human activities. The burning of fossil fuels and the resultant increase in carbon dioxide within the atmosphere has been linked to an accelerated global warming. Global Warming
Global temperature records show that the Earth has warmed by about 0.75ºC during the past century. Most of this warming has occurred during the past four decades. The majority of scientists believe that this warming is the result of an enhanced greenhouse effect due to increased amounts of carbon dioxide within the atmosphere.
Global temperature rise
14.4
14.3
14.2
14.1 C (5 year average) o 14.0
13.9
13.8
13.7
13.6
Global average temperature 13.5 1860 1880 1900 1920 1940 1960 1980 2000 Year
DATA SOURCE: THE METEOROLOGICAL OFFICE
ASSOCIATED ACTIVITY: 2.1 SCOTLAND TEMPERATURE DATA
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The Greenhouse Effect The greenhouse effect is a natural process which keeps our planet about 33ºC warmer than it would be otherwise. Heat energy from the Sun passes through the atmosphere and warms the Earth. The Earth then emits some of this energy back into the atmosphere. Some of it then escapes back into space, but some of the energy is trapped within the atmosphere by greenhouse gases. Gases which behave in this way include water vapour, methane, ozone, nitrous oxide and carbon dioxide. Most scientists believe that increasing amounts of greenhouse gasses within our atmosphere are causing man-made enhancement of the greenhouse effect and the resultant global warming.
THE GREENHOUSE EFFECT Solar radiation powers Some of the infrared radiation the climate system passes through the atmosphere but most is absorbed and re-emitted in all directions by greehouse gas molecules and clouds. Some solar radiation The eect of this is to warm the is reected by the Earth’s surface and the lower Earth and the atmosphere atmosphere
E E R H P S O EARTH M About half the solar radiation Infrared radiation T A is absorbed by the Earth’s is emitted from surface and warms it the Earth’s surface
Carbon Dioxide Levels Scientists at the atmospheric research facility on Mauna Loa volcano in Hawaii have been continuously monitoring levels of carbon dioxide in the atmosphere. The air sampled at Mauna Loa shows that the average amount of carbon dioxide in the atmosphere over the Northern Hemisphere has been increasing since 1957.
Atmospheric CO2 at Mauna Loa Observatory
Scripps Institution of Oceanography NOAA Earth System Research Laboratory 380
360
Parts per million 340
320 January 2012 1960 1970 1980 1990 2000 2010 DATA SOURCE: NOAA Year
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Scientists working in Greenland and the Antarctic are able to measure past concentrations of carbon dioxide in the Earth’s atmosphere by drilling down for hundreds of metres and producing long cores of ice. These ice cores contain trapped bubbles of air from thousands of years ago. Analysis of the air samples show that present day carbon dioxide levels are higher than they have ever been in the last 650,000 years. (Source NOAA)
Concentrations of CO2 in the Earth’s atmosphere
440 420 400 380 current level 360 340 320 For 650,000 years, atmospheric CO2 has never been above this line ... until now 300 280 1950 260 240 220
parts per million 200 2 180
CO 160 400,000 350,000 300,000 250,000 200,000 150,000 100,000 50,000 0 Years before today (0 = 1950)
DATA SOURCE: NOAA’S WORLD DATA CENTER FOR PALEOCLIMATOLOGY
Sources of Carbon Dioxide Since the start of the Industrial Revolution in the late 1800s, we have been burning fossil fuels to provide energy to run vehicles, to provide heat and power for our homes and to produce electricity. Burning fossil fuels has a direct effect on increasing the amount of CO2 in the atmosphere, which in turn traps heat and enhances the natural greenhouse effect. Deforestation is another contributor to global warming. Forests absorb carbon dioxide and remove it from the atmosphere, but as forests are cut down, especially large areas of tropical rainforest, this produces a net increase of CO2 in the atmosphere. 2.6% Waste and Waste Water Residential and Commercial Buildings 7.9% Energy Supply 25.9% Transport 13.1% Sources of World CO2 Emissions Agriculture Industry 13.5% 19.4% Forestry 17.4%
DATA SOURCE: PBS FRONTLINE
ASSOCIATED ACTIVITY: 2.2 SOURCES OF CO2
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The Main Carbon Dioxide Emitters Countries with high carbon dioxide emissions include China, the USA, Russia, Japan and India. International energy statistics can be found at www.eia.gov/cfapps/ipdbproject/IEDIndex3. cfm?tid=90&pid=44&aid=8. However, when the population of the main carbon dioxide emitting countries is taken into account, both China and India actually emit below the world average of 4000kg per person. It is also worth noting that much of the industrial emissions of China and India are associated with the manufacturing of goods for the developed world.
Share of public services Home - gas, oil and coal
Finance services 12% 15% 3%
Typical CO2 12% Home - electricity Recreation and leisure 14% emissions of a person living in the developed world 10% 9% Private transport House - buildings and furnishings 3% 7% 6% 4% Public transport Car manufacture and delivery 5% Holiday ights Clothes and personal eects Food and drink
DATA SOURCE: BBC
The diagram above shows the typical carbon dioxide emissions of a person living in the developed world. In the UK it is nearly 10,000kg per person per year and rises to 18,000kg per person in the USA. This is commonly referred to as a person’s ‘carbon footprint’. The average person in the UK produces 48 times more carbon dioxide than the average person living in Bangladesh. ASSOCIATED ACTIVITIES: 2.3 WWF CARBON FOOTPRINT, 2.4 ECOLOGICAL FOOTPRINT
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Evidence for Climate Change
Climatic conditions are monitored across the globe and the Inter-Governmental Panel for Climate Change regularly reports on the wide range of evidence that indicates our planet is warming. They have concluded: ‘Scientific evidence for warming of the climate system is unequivocal’ – The Intergovernmental Panel for Climate Change 2007.
Evidence includes • Increasing temperatures – Global temperature records show a 0.75ºC increase during the past century. • Changes in rainfall patterns – Generally wet places are becoming wetter, and dry areas are becoming drier. • Changes in nature - In the UK, growing seasons have altered due to spring starting earlier while autumn/winter is delayed. Many species of wildlife 1920 are also changing their behaviour, from butterflies appearing earlier in the year to birds starting to change their migration patterns. • Sea-level rise - Since 1900, sea-levels have on average risen by about 10cm around the UK and about 17cm globally. Evidence also shows the rate of sea-level rise is increasing. • Melting glaciers - Glaciers have been observed retreating in the Alps, Rockies, Andes, Himalayas, Africa and Alaska. • Reduction in Arctic sea-ice - Arctic sea-ice has been shrinking since the late 1970s. The reduction is about 0.6 million km² per decade. 2009 • Shrinking ice-sheets – Observations also show that the Greenland and Antarctic ice-sheets have both started to shrink. Furthermore, satellite measurements confirm that less energy is escaping to space from the carbon dioxide absorbing part of the atmosphere. Surface measurements also show that more energy is returning back to Earth. (HARRIS, 2001, GRIGGS 2004, CHEN 2007)
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Impacts Around the World
The Intergovernmental Panel for Climate Change Fourth Assessment Report states: ‘Observational evidence from all continents and most oceans shows that many natural systems are being affected by regional climate changes, particularly temperature increases’. Predictions also indicate that climatic disasters such as powerful tropical storms, floods, droughts and heat waves will occur more often as global temperatures continue to rise. Developed nations like the UK and the USA are already investing in contingency planning and developing strategies to deal with predicted changes. However, climate change is likely to have the most significant impact on the developing world where resources are scarce and nations are less able to cope with changes to their surrounding environment.
Two major areas of concern are: • Flooding as a result of predicted sea-level rise – the IPCC predicts up to 88cm sea-level rise by 2100. • Drought as a result of changes in rainfall patterns. This could lead to a reduction in crop production with some crops experiencing a 50 per cent decline in yield compared to today.
A report for Christian Aid (Human Tide: The Real Migration Crisis - May 2007) predicted that one billion people could lose their homes by 2050 as a result of the impacts of climate change. This would lead to serious migration issues and endanger global food security. These impacts would also have serious consequences for developed nations, despite the mitigation strategies currently being put in place. ASSOCIATED ACTIVITIES: 2.5 CAUSES AND CONSEQUENCES OF CLIMATE CHANGE, 2.6 CLIMATE CHANGE IMPACTS RESEARCH
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Scottish Impacts
Observational data shows that Scotland has experienced a 0.5ºC rise in temperature since 1914 and the incidence of air and ground frost has decreased by 25% since 1961. Most parts of Scotland have also experienced an increase in rainfall, especially during the winter months. This is particularly pronounced in the North and West of Scotland where figures reveal a 67% - 69% increase in precipitation above 1961 levels. The increased rainfall has already led to more flooding events and landslide problems in some parts of Scotland. River flows have also increased significantly during the past 80 years.
% Change in average precipitation since 1961
North Scotland East Scotland West Scotland Scotland Spring 16.2 9.4 17.3 14.8 Summer -7 0.2 7.3 -0.6 Autumn 5.3 22.2 5.9 9.1 Winter 68.9 36.5 67.3 58.3 Average 21 18.4 23.3 21.1
www.climatetrendshandbook.adaptationscotland.org.uk/
ASSOCIATED ACTIVITY: 2.7 SCOTTISH RAINFALL
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The Future Research by the UK Climate Impacts Programme predicts an increase in the number and severity of storm events across Scotland during the coming decades. SEPA (Scottish Environmental Protection Agency) estimate that almost 100,000 properties are at risk from flooding and 73,300 of the properties at risk from river flooding. The economic impact of Scotland’s flooding is over £50 million per year. Increases in rainfall and temperature also impact on Scotland’s wildlife and natural environment. • Some plant species like Diapensia, Norwegian mugwort and cloudberry that live on Scotland’s mountain tops, may not survive as temperatures increase. Birds such as the Snow Bunting may also disappear. • Species of butterfly which prefer warm weather, such as the orange-tip and peacock butterflies are already being found further North in Scotland than before. • Warmer and wetter conditions will bring new risks from diseases carried by ticks, midges and mosquitoes including bluetongue disease and lyme disease. • Invasive non-native species already cause huge environmental damage and cost the Scottish economy as estimated £500 million per year. • Bees play a vital role in pollinating much of our food but the bee populations are in serious decline and could be further affected by our changing climate. • Salmon populations may also be under threat as a result of loss of spawning bed habitat due to an increase in flash flooding. • Soil quality may be compromised both as a result of increased rainfall in the winter and drier, warmer summer weather. Scotland is a world leading centre for agricultural and crop science and our climate has long enabled farmers to produce a variety of crops all the year round. Researchers are working on many projects to ensure that Scotland’s farming industry can adapt to meet the many and varied challenges of climate change. ASSOCIATED ACTIVITIES: 2.8 LOCAL/GLOBAL FOOD, 2.9 WHERE IS OUR FOOD FROM?, 2.11 SEASONAL FOOD ACTIVITY, 2.12 SQUARE FOOT GARDEN
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Climate Change ASSOCIATED ACTIVITIES
2.1 Scotland Temperature Data
2.2 Sources of CO2 2.3 WWF Carbon Footprint 2.4 Ecological Footprint 2.5 Causes and Consequences of Climate Change 2.6 Climate Change Impact Research 2.7 Scottish Rainfall Increase 2.8 Local/Global Food 2.9 Where is our Food From? 2.10 Food Miles 2.11 Seasonal Food Activity 2.12 Square Foot Garden
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ACTIVITY 2.1 Scotland Temperature Data Graph
The tables below provide mean temperature data for Scotland from 1910 – 2010. Further data is available is at www.metoffice.gov.uk/climate/uk/datasets/Tmean/ranked/ Scotland.txt a. Calculate the average mean temperature for each decade (i.e. add the column of mean temperatures for 1910 to 1919 and then divide by 10. Do the same for each column). b. Write the average value in the space provided. c. Now construct a graph to show how the averages of mean temperatures have varied between 1910 and 2010. d. Has Scotland become warmer or cooler? e. Does the graph show a steady temperature change? f. Try plotting the mean temperatures for the years 1910, 1920, 1930, 1940, 1950, 1960, 1970, 1980, 1990 and 2000. g. How do the two graphs differ? h. Why is it important to use average temperatures rather than just a small selection of temperature values?
NOTES FOR TUTORS The Scotland Temperature Graph Activity provides opportunities for working with large data sets, averages and graphs. Once the average of the mean temperatures have been calculated for each decade this provides ten data points for plotting on a graph. The x-axis should be labelled decades with average mean temperature on the y-axis. The y-axis should start around 6.8ºC and go up to 7.8ºC to show the best variation. The graph should show an overall warming effect, although between 1940 and the end of the 1960s there is an obvious cooling. This has been scientifically linked to an increase in the concentration of aerosols or particles in the atmosphere as a result of the burning of fossil fuels. Aerosols can reflect heat and cause cooling, but most scientists now accept that this effect only produced temporary cooling until the warming effect of increased CO2 became more dominant - hence the significant warming from 1980 – 2000. If learners plot the mean temperatures for the years 1910, 1920, 1930, 1940, 1950, 1960, 1970, 1980, 1990 and 2000 instead of using all the data to produce averages, a more erratic graph is produced which makes it difficult to draw any obvious conclusions. Learners should conclude that by taking the average of the mean temperatures and using all the available data, they are able to make more accurate conclusions.
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ACTIVITY 2.1 Scotland Temperature Data
1910 Mean 1920 Mean 1930 Mean 1940 Mean 1950 Mean -1919 Temp ºC -1929 Temp ºC -1939 Temp ºC -1949 Temp ºC 1959 Temp ºC
1910 6.95 1920 7.23 1930 6.94 1940 6.86 1950 6.94 1911 7.60 1921 7.72 1931 6.89 1941 6.72 1951 6.76 1912 6.97 1922 6.43 1932 7.25 1942 6.82 1952 6.60 1913 7.43 1923 6.65 1933 7.81 1943 7.60 1953 7.93 1914 7.36 1924 7.01 1934 7.69 1944 7.22 1954 6.86 1915 6.48 1925 6.88 1935 7.14 1945 7.93 1955 7.03 1916 6.92 1926 7.31 1936 7.15 1946 7.17 1956 6.88 1917 6.41 1927 6.76 1937 6.99 1947 7.00 1957 7.50 1918 6.95 1928 6.92 1938 7.74 1948 7.48 1958 6.93 1919 6.18 1929 6.75 1939 7.40 1949 7.95 1959 7.88
Average Average Average Average Average
1960 Mean 1970 Mean 1980 Mean 1990 Mean 2000 Mean -1969 Temp ºC -1979 Temp ºC -1989 Temp ºC -1999 Temp ºC 2009 Temp ºC
1960 7.26 1970 6.86 1980 7.09 1990 7.82 2000 7.60 1961 7.29 1971 7.70 1981 6.80 1991 7.42 2001 7.36 1962 6.59 1972 6.98 1982 7.40 1992 7.32 2002 8.02 1963 6.40 1973 7.14 1983 7.51 1993 6.87 2003 8.21 1964 7.18 1974 7.16 1984 7.38 1994 7.18 2004 8.12 1965 6.44 1975 7.53 1985 6.51 1995 7.49 2005 8.09 1966 6.66 1976 7.45 1986 6.42 1996 6.95 2006 8.23 1967 7.16 1977 6.89 1987 6.74 1997 8.04 2007 8.18 1968 6.80 1978 6.95 1988 7.52 1998 7.58 2008 7.67 1969 6.79 1979 6.20 1989 7.67 1999 7.73 2009 7.84
Average Average Average Average Average
49 2 Climate Change COGS - Counting on a Greener Scotland - A LEARNING RESOURCE FOR TUTORS
ACTIVITY 2.2 Sources of Carbon Dioxide Graph
2.6% Waste and Waste Water Residential and Commercial Buildings 7.9% Energy Supply 25.9% Transport 13.1% Sources of World CO2 Emissions Agriculture Industry 13.5% 19.4% Forestry 17.4%
a. Using the pie chart ‘Sources of World CO2 Emissions’, convert the information into a bar chart. Plot the information in order from smallest to largest. b. Choose labels for the horizontal or x-axis and the vertical or y-axis that will form the bar chart. c. Decide on a scale to use that will include all the data to be plotted on graph and that will allow data to be presented clearly (different scales will produce different graphs and some will be easier to read then others).
d. What is the largest source of the world’s CO2 emissions? e. What is the second and third largest sources?
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ACTIVITY 2.3 WWF Carbon Footprint
ACTIVITY 1 a. Use the internet to investigate carbon footprint e.g. WWF online footprint calculator: b. Worried about your impact on the environment? The way we use the planet’s resources makes up our ecological footprint. Measuring your footprint takes less than 5 minutes and could set you on a life-changing journey... c. Use the link below to access the WWF online calculator. http://footprint.wwf.org.uk/ d. Draw comparisons from the pie chart and your WWF results (FOOD TRAVEL HOME and STUFF). e. Consider what section global food miles would come under and also energy in cooking/freezing food.
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ACTIVITY 2.4 Ecological Footprint
Calculating and Understanding your Ecological Footprint An ecological footprint measures the resources we consume in terms of the area of land they require, and enables us to imagine how many ‘Earths’ would be required if everyone shared our lifestyle. This exercise will enable you to estimate your personal ecological footprint by scoring aspects of your lifestyle. Everything we use comes from the land – we grow food, cut down wood, dig up minerals and fossil fuels, and the carbon dioxide we produce needs forests and uncultivated land to absorb it from the atmosphere. It is intended to be a guilt-free exploration – an audit – please be honest, and don’t be critical of yourself or others. In the end it’s up to you what you do about it – the footprint calculation will just give you some information.
Calculating your Footprint The planet we live on is 2/3 covered in oceans, and of the land area, there is roughly 1/3 forests, 1/3 deserts and mountains and 1/3 that can be used for food production. The productive area is roughly 12 billion hectares, and when divided equally between the world’s population, gives about 1.7 hectares of land per person that can be used to provide our needs sustainably. (A hectare is 2.5 acres or 100m x 100m – imagine it as a large football pitch!). To estimate your ecological footprint, use the scoring sheet opposite, choosing a score in between the high and low scores for each section. When you’ve finished scoring, add up all the scores. This gives a total score which you divide by 100 to tell you how many planets would be needed if everyone in the world lived like you. (Each 100 points is equivalent to one of the 1.7 hectares fair shares of land – called ‘global hectares’ because the differences in land have been ironed out to give a global picture).
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Footprint Calculator
Category High Score High Your Low Low Score Description Score Score Score Description
Food You consume plenty 100 32 You eat locally grown and pay little attention vegetarian food and have to where your food is no food waste. produced.
Waste/Stuff You buy lots of new 100 30 You produce very little stuff and recycle waste, reuse/recycle little or none of your waste. everything possible, and often buy second-hand. Transport You travel mostly by car. 75 10 You travel mostly by public transport, cycling or walking. Holidays You take at least one flight 65 10 You usually holiday per year. close to home. Heating You keep your home warm, 45 10 You use your heating have poor insulation and sparingly, have excellent high heating bills. insulation and low bills. Electricity You use many standard 50 2 You use low-energy appliances, often leaving appliances and turn them them on. off afterwards. (If you buy electricity from renewable sources, score is just 2!). Paper You regularly buy 10 5 You share newspapers and newspapers and new usually borrow books rather books. than buy them. Water You take lots of baths, use 5 1 You take mostly showers an old dishwasher or a and don’t use an old hosepipe etc. dishwasher or a hosepipe, etc.
Add up your scores to give total points: Your score shows how much land is needed to support your lifestyle, and how many planets would be needed if everyone lived in the same way as you (the effects of the wider economy and Government have been added in!).
100 points 150 – 350 points 350 – 450 points = 1 planet = 2 to 3 planets = about 4 planets! Well done – if Your footprint is Your footprint is near everyone lived like around the average the average for you, then humans for people in people in the USA – and animals could Europe. Reducing this is about ten times live sustainably on it to one-planet the footprint of a our planet. living needs some person in Bangladesh personal changes or Angola (half a and changes by planet). government. www.ecologicalfootprint.com/ simple online ecological footprint calculator. www.resurgence.org/education/carbon-calculator Detailed carbon footprint calculator – enter your fuel bills and car mileage.
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ACTIVITY 2.4 Ecological Footprint
For comparison, the average ecological footprint for the UK is 3 planets, for China it’s 1 planet, for Angola it’s 1 planet, Poland is 2 planets and the USA is 5 planets. a. What have you learnt from calculating your footprint, or what surprised you? b. How do you feel about your score? c. What would you like to change? d. What would need to be changed by government or companies so you could reduce your footprint, e.g. better public transport, more local food available?
The footprint calculator, on previous page, is based on work by Best Foot Forward: www.bestfootforward.com/global_steps/ Best Foot Forward’s site includes some reports, e.g. footprints of areas of the UK and of the NHS: www.bestfootforward.com/ Information from the UN Millennium Ecosystem Assessment and how humans are overloading the planet: www.greenfacts.org/en/ecosystems/ www.footprintnetwork.org/en/index.php/GFN/page/trends/ Shows how the ecological footprints of various countries and the world are changing over time, and also shows their ‘bio-capacity’ – the natural resources they have. Also see their Footprint atlas.
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ACTIVITY 2.5 The Causes and Consequences of Climate Change
NOTES FOR TUTORS Learner should prepare for this activity by researching the following: 1. Different types of greenhouse gases and how they are emitted into the atmosphere.
Greenhouse Gas Source Carbon Dioxide Power Plants Cars Aviation Deforestation Methane Rotting Garbage Agriculture Nitrogen Oxides Agriculture Refrigeration CFC’s Refrigeration Air Conditioning
2. The varying impacts of climate change, including sea-level rise, drought, spread of disease, deforestation, severe weather, changes in marine life and the plant/animal kingdom. Aim of Activity - ask learners to examine the images included in this activity (see following page) and decide whether they represent a cause or a consequence of climate change. Once decisions have been made, ask learners to research which of the causes is the largest in percentage terms. Discuss what, in their opinion, is the most significant consequence.
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56 2 Climate Change COGS - Counting on a Greener Scotland - A LEARNING RESOURCE FOR TUTORS
ACTIVITY 2.6 Climate Change Impact Research
a. R esearch the impact of climate change in one developing and one developed country. b. In small groups use the information from resource pack and internet/newspapers/atlases to research the impacts and present findings to the whole group. c. Consider: 1. geographical location. 2. changes to usual/expected weather patterns. 3. risk of sea-level rise. 4. impact on population size. 5. impact on crops and agriculture. 6. impact on tourism. 7. impact on economy. 8. impact on wildlife (e.g. polar bears in Canada).
d. Consider researching countries in different climate zones.
Useful sites/resources include: www.oxfam.org www.christianaid.org www.foe.org www.greenpeace.org.uk www.metoffice.gov.uk/media/pdf/n/2/CC _geography_poster.pdf www.metoffice.gov.uk/media/pdf/m/l/CC _science_poster.pdf
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ACTIVITY 2.7 Scottish Rainfall Increase
% Change in average precipitation since 1961 North Scotland East Scotland West Scotland Scotland Spring 16.2 9.4 17.3 14.8 Summer -7 0.2 7.3 -0.6 Autumn 5.3 22.2 5.9 9.1 Winter 68.9 36.5 67.3 58.3 Average 21 18.4 23.3 21.1
Using the average precipitation table and the future section: a. What part of Scotland has seen the biggest increase on average since 1961 over all seasons? b. Order the Scotland seasonal percentage precipitation change from largest to smallest. c. Since 1961, for Scotland, what season has seen the biggest change and what is the nature of this change? What is the nature of the change in summer? d. Order areas of Scotland according to the percentage increase from lowest to highest for spring. e. What impact might this have on agriculture/livestock/ tourism/transport in these areas? f. What impact might the summer percentage for North of Scotland have on agriculture/livestock/tourism/transport? g. What impact might the autumn percentage change in East Scotland have on agriculture/livestock/tourism/ transport?
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ACTIVITY 2.8 Local/Global Food:
To introduce discussion about where our food comes from and how far it has travelled: a. Ask people in the group to think of their favourite food/meal and what country the main ingredients have come from e.g. Pasta - Italy, Curry - India/Asia, KFC - USA, Kale and Turnip stew - Scotland! b. Write the food item on a post it and stick onto an outline world map. Discuss where most of our food comes from - is it local or global?
Discuss reasons why it is important to eat local, seasonal food. Important points to include in discussion: 1. To reduce the energy and associated CO2 emissions needed to grow and transport the food we eat. 2. To avoid paying a premium for food that is scarcer or has travelled a long way. 3. To support local economies. 4. Seasonal food is fresher and so tends to be tastier and more nutritious than food which has been a longer time in transit. 5. Research and Discuss Fair Trade and Global Citizenship issues.
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ACTIVITY 2.9 Where is our Food From?
Collect a bag of groceries including tins, packets, dried food etc. – If it is mostly non-perishable goods it can be kept as a resource. Ensure there is a range of countries of origins for the products and also unexpected/unusual locations. a. Ask the group members to guess where the products have come from. b. Estimate how far the food has travelled to get here in kilometres or miles. c. Use an atlas or internet search to work out distance. (The distance the food has travelled is sometimes termed as food miles/kilometres). d. By ordering the food miles, work out which product has travelled the furthest/the least.
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ACTIVITY 2.10 Food Miles
a. Discuss where you think the items originate from? b. Once you have looked at answers research the distance from their origins to Scotland. c. Order nearest to furthest? d. Make a food diary listing origins of where all personal/family food came from in one day or one week or from one food shopping. Compare with group. e. Discuss points for and against using local produce/seasonal produce. f. Is local/seasonal produceCOGS easy/hard to source?COGS COGS whole PINEAPPLE COGS COGS seedless Discuss reasons why. PIECES TUNA ASPARAGUS CHUNKS GRAPES SPEARS in fruit juice g. How does the cost of local produce compare in sun ower oil YEASTIMITE to supermarket imported produce? yeast extract spread
COGS COGS COGS COGS COGS COGS COGS COGS COGS COGS COGS COGS whole PINEAPPLE PINEAPPLECOGS COGSPINEAPPLE COGS COGS COGS seedless COGS wholeCOGS wholePINEAPPLE whole TUNA TUNA COGS TUNACOGSseedless seedless COGS seedless COGS COGS ASPARAGUSPIECES TUNA PIECESCOGS PIECESCOGS COGS GRAPES COGS ASPARAGUS ASPARAGUSPIECES ASPARAGUSCHUNKS CHUNKS CHUNKSGRAPES GRAPES GRAPES PINEAPPLE SPEARSCOGS CHUNKSin fruit juiceCOGS seedless COD FISH FINGERS fresh wholewhole COGSPINEAPPLESPEARS COGS SPEARSTUNAinCOGS fruit juice in fruit juiceSPEARSCOGS in sun owerseedless oilin fruitin sun ower juice COGS oil YEASTIMITEin sun owerYEASTIMITE oil YEASTIMITE PIECES TUNA in sun ower oil YEASTIMITEGRAPESin bread crumbs BANANAS ASPARAGUSASPARAGUS PIECES PINEAPPLE CHUNKS COGS PRESSED HAM GRAPES SPEARSwhole in fruitCOGSCOGS juice CHUNKSTUNACOGSCOGSCOGS COGS COGS COGS COGS seedless COGSCOGS COGS COGS SPEARS ASPARAGUSin fruit juicePIECES in sun ower oil outdoorYEASTIMITE reared GRAPES PINEAPPLEinPINEAPPLE sun owerCHUNKS oil PINEAPPLEYEASTIMITEPINEAPPLECOGSCOGS COGS COGSCOGSCOGS yeast extract spreadyeast extractCOGS spread yeast extract spread SPEARS wholewhole in fruit juice wholewhole TUNATUNA TUNAyeast extract spread seedlessseedlessCOGS COGS seedlessseedless PIECESPIECES in sun ower oil PIECESPIECES YEASTIMITETUNA ASPARAGUSASPARAGUS ASPARAGUSASPARAGUS CHUNKSCHUNKS CHUNKSCHUNKS organicGRAPESGRAPES GRAPESGRAPES inin fruit fruit juice juice in fruityeast juice extract spread SPEARSSPEARS SPEARSSPEARS ininin sun ower fruitsun oweryeast juice extract oil oil spread in sun owerYEASTIMITEinYEASTIMITE sun ower oil oil GARLICYEASTIMITE YEASTIMITEPUREE yeast extract spread COGS COGS COGS COGS COGS COGS yeastyeast extract extract spread spread yeast extractyeast extract spread spread COGS COGS COGSCOGS COGS COGSCOGS COGS COGS COGS COGS COGS COGS COGS fresh californian COGS COD FISH FINGERSCOD FISH FINGERSCOD FISH FINGERSfreshCOD FISH FINGERSfresh COGS fresh COGS in bread crumbs BANANAS BANANAS BANANASRAISINS whole PRESSED HAMin breadPINEAPPLE crumbs in bread crumbs COGS BANANASin bread crumbsCOGS seedless COGS COGS PRESSED HAM PRESSED HAM PRESSED HAM TUNACOGS COD FISHASPARAGUS FINGERSoutdoor rearedPIECES freshCOGS GRAPES COGS outdoorCOD reared FISHoutdoor FINGERS reared outdoorCOGSCOGSfresh rearedCHUNKSCOGS COGS COGS in breadSPEARS crumbs in fruit juice BANANASfreshin sun ower oil YEASTIMITE PRESSED HAM in breadCOD crumbs FISH FINGERS roasted BANANASCOGS COGS COGS COGS red PRESSED HAM COGSCOGS in bread crumbsCOGS BANANASorganic outdooroutdoor rearedPRESSED reared HAM COGS organicinstant organicfragrant COGSCOGSorganic COGS COGSSPLIT LENTILS CODCOD FISH FISH FINGERS FINGERS CODGARLICCOD FISH PUREE FISHFINGERSGARLIC FINGERSfresh freshPUREEpre cookedGARLIC instant PUREEfreshfresh outdoor reared GARLICCOFFEE PUREE BASMATI RICE yeast extract spread inCOGSin bread breadCOGS crumbs crumbs in bread crumbsBANANASBANANASEGG NOODLES BANANASBANANAS COGS COGS COGS PRESSED HAM in breadCOGS crumbs PRESSED HAM PRESSEDorganicPRESSED HAMCOGS HAM COGS COGS COGS COGS COGS COGSPINEAPPLE COGS COGS outdooroutdoor reared reared organicoutdooroutdoor reared reared whole TUNA COGS seedless GARLICGARLIC PUREEorganic PUREE ASPARAGUS PIECES GRAPES GARLIC PUREECOGS COGSCOGS COGS COGS COGS COGS CHUNKS COGSCOGS COGS COGS COGSCOGS COGS COGS COGSSPEARS californianin fruit juice COGS COGS COGS COGS californian californian californianin sun ower oil YEASTIMITE COGS organicorganic organicorganic COGSCOGS RAISINS RAISINS RAISINS GARLICGARLIC PUREE PUREE GARLICGARLIC PUREE PUREE RAISINS COGS COGS COGS COGS COGSCOGS COGS californian yeast extract spread COGS COGSCOGS COGS COGS COGS COGS californiancalifornian COGSCOGS fresh COGS COGS COGS roasted COD FISH FINGERSRAISINS red red red roasted roasted roasted in breadRAISINS crumbsreRAISINSd BANANAS instant PRESSEDinstant fragrantHAM fragrantinstant fragrantSPLIT LENTILS SPLIT LENTILS SPLIT LENTILS SPLIT LENTILS COGS instant fragrantCOGS pre cookedCOGSCOGS instant COGS COGS COGS COGS outdoorCOFFEE BASMATIreared pre RICE cookedBASMATI instantCOGSCOGS RICEpre cookedBASMATI instant RICECOGS COGS californianprecalifornian cooked instant californiancalifornian COFFEE COFFEEBASMATI RICE COFFEE EGG NOODLES roasted EGG NOODLESred EGG NOODLES RAISINSEGGRAISINS NOODLES RAISINSRAISINS roasted red red COGS COGS instantroasted fragrant SPLIT LENTILS instant fragrant fragrant SPLIT LENTILSSPLIT LENTILSorganic COFFEEinstant BASMATI RICE pre cookedpre cooked instant instant COFFEE COFFEEBASMATI RICEBASMATI RICE EGGpre NOODLES cooked instant GARLIC PUREE COGS COGS roastedroasted EGG roastedNOODLESEGGroasted NOODLES reredd red red COD FISH FINGERS fresh COGS instantinstant fragrantfragrantinstantinstant fragrantfragrant SPLITSPLIT LENTILS LENTILS SPLITSPLIT LENTILS LENTILS COGS in bread crumbs BANANAS prepre cooked cooked instant instant pre cookedpre cooked instant instant PRESSED HAM COFFEECOFFEE BASMATIBASMATICOFFEE RICE RICECOFFEE BASMATIBASMATI RICE RICE outdoor reared COGS EGGEGG NOODLES NOODLES EGG EGGNOODLES NOODLES COGS COGS californian COGS RAISINS organic GARLIC PUREE
roasted red COGS COGS instant fragrant SPLIT LENTILS pre cooked instant COFFEE BASMATI RICE COGS COGS EGG NOODLES COGS californian RAISINS 61 roasted red instant fragrant SPLIT LENTILS COFFEE BASMATI RICE pre cooked instant EGG NOODLES 2 Climate Change COGS - Counting on a Greener Scotland - A LEARNING RESOURCE FOR TUTORS
ACTIVITY 2.11 Food Miles
Seasonal Food Activity a. Write 2 seasonal Scottish fruit/vegetables available in each season. b. Think of a recipe for each season made from seasonal produce. c. Ask group members to keep a record of what they have eaten that is local/seasonal over a week then collate the information on a chart/graph. Discuss findings. e.g. Is it hard to source seasonal produce? d. Does the season have an impact on availability? Does your location have an impact on availability and if so why? e. Make a local map showing where local, seasonal produce is available including. farmers markets, farms selling produce etc.
spring summer
autumn winter
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ACTIVITY 2.12 Square Foot Garden
No space to grow vegetables? Don’t worry, you can try a square foot garden, a method of growing vegetables in a very small space. This information is from www.gardenorganic.org • Measure out an area 122cm x 122cm and mark the corners with pegs. • Use untreated timber 3cm wide and 10cm deep. Cut 2 planks of wood 122cm long and 2 planks that are 116cm long. • Take one of the 116cm lengths. To each end of the plank A new square foot garden screw one of the 122cm lengths. When you have attached both, attach the final 116cm length to make a square. • Place your square on the area that you have marked out, and fill with soil. • Divide the square into 16 x 15cm squares. • Nail long (at least 125cm) shoelaces or cord across the box to mark these squares clearly. • Now you will need to decide which plants you are going to grow. You will need to research (find out about) this carefully as some types of vegetables and plants will do better than others in this small space. Each square will be planted with a different crop (type of plant). • Work out the compass directions. The side of the square An established foot that faces South is the front. Tall plants should not shade square foot garden smaller ones. The tallest plants should be at the back of the bed. While you are creating and maintaining a square foot garden there are many investigations that you can try: • Building your own square foot garden. • Research the plants that will grow best in such a small space. • Sow and raise your own plants from seed. • Work out how much it costs you to grow the plants. Then find out how much it would cost to buy the same amount of vegetables from a shop. • Use plants to attract predators that will eat pests. • Work out a crop rotation plan.
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ACTIVITY 2.12 Example of a Square Foot Garden (Spring)
1 2 3 4 9 x garlic 4 x land cress 16 x turnip ‘Market 6 x small summer Cross’ cabbage ‘Primo’
5 6 7 8 leaf lettuce 16 x carrots ‘Nantes’ 6 x small summer spring onion cabbage ‘Greyhound’
9 10 11 12 4 x Hamburg parsley 4 x spinach ‘Avante’ 12 x radish ‘Sparkler’ 2 rows peas 12 x radish ‘Daybreak’ ‘French Breakfast’
13 14 15 16 2 x Pot marigold 4 x lettuce ‘Little 16 x carrot ‘Nantes’ 2 rows peas 2 x Alpine strawberry Gem’ ‘Daybreak’
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ACTIVITY ANSWERS
2.1 Scotland temperature data c. See completed graph in section 1 page 10.
2.2 Sources of Carbon Dioxide a. Waste and water, residential and commercial buildings, transport, agriculture, forestry, industry, energy supply. c. x-axis sources of world CO2, y-axis % source of CO2 emissions. d. Scale 0 - 100%. e. Energy supply. f. Industry and forestry.
2.7 Scottish Rainfall Increase a. West of Scotland. b. 58.3 ,21.1, 14.8 ,9.1, -0.6. c. Winter showed biggest change - much more precipitation. Summer showed a decrease - much drier. d. East of Scotland, North Scotland, West Scotland.
2.10 Food miles Typical answers though origin of fresh produce can vary greatly due to seasons. Asparagus – Peru Tuna – Mauritius Pineapple – Thailand Coffee – Colombia Garlic – Italy Raisins – USA Lentils – Turkey Vegemite – Australia Noodles – China Bananas – Dominican Republic Ham – Denmark Grapes – South Africa Basmati rice – Himalayas Fishfingers – Alaska
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66 3 Energy and Renewables COGS - Counting on a Greener Scotland - A LEARNING RESOURCE FOR TUTORS
Energy and Energy Use
Since early humans discovered the heat and light properties of fire, we have gradually harnessed more and more energy from the Earth’s resources to improve our quality of life. During the 19th century, the industrial revolution and the development of the steam engine brought a significant increase in the use of coal. Coal is a ‘fossil fuel’ which is formed from the remains of plants from millions of years ago. Consequently coal, like all fossil fuels, is made mainly of carbon. By the early 20th century the invention of the internal combustion engine and the mass production of cars led to an increased use of oil – another fossil fuel. At the same time, power plants were using more and more fossil fuels to produce energy and generate electrical power for homes, businesses and industry. This increasing demand for power and energy continued into the 21st century and the resultant burning of fossil fuels has left us with a legacy of carbon dioxide emissions which most scientists believe is causing our planet to warm dramatically.
How a Fossil Fuel Power Station Works
Power stations can use coal, oil or gas to generate electricity. Most people then pay a power company to have electricity supplied to their homes.
Pressurised steam is used to force the turbine to rotate at high Turbine speed
Steam 3
4 Low pressure 2 steam - a er Turbine linked Water - boiled pushing through to electricity to form Condenser the turbine, it’s generator pressurised going into the steam condenser 5 Condenser - the place where steam is condensed back 1 to its liquid Coal - used form to repeat as fuel to boil the process the water
See description overleaf.
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A coal-fired power station burns coal to produce heat which is used to boil water. The water then evaporates to produce steam. The steam is pressurised and used to force a turbine to rotate at high speed. The turbine is connected electrical output to a generator which makes electricity by continually rotating a copper coil within a magnetic field (B) N The principles behind this method of electricity generation B were first discovered by the British scientist Michael rotating coil Faraday in the 1830s. S How Electricity is Measured Electricity can be measured in a variety of ways. Principals of electricity Voltage is measured in volts and is a measure of the pressure generation under which the electricity flows. Current is measured in amps and is a measure of the amount of electricity flowing in a circuit. Electric Power is measured in watts and equal to voltage × the current (watts = volts × amps). It’s a measure of the work done by a certain amount of current at a certain voltage. In the UK, the household voltage is 240 volts. To light a 100 watt light bulb, the current required is 100/240 = 0.42 amps. 1 watt = 1 amp multiplied by 1 volt. 1 amp = 1 watt divided by 1 volt. Power is also a measurement of how much Energy is being used each second. To find out how much energy an electric appliance uses, multiply the power it uses per second (usually labelled on the appliance) by the total number of seconds it is used for. The result is measured in units of power × time, and is often Michael Faraday converted into a standard unit called the kilowatt hour (kWh) where 1 kilowatt is 1000 watts. If an electric toaster is rated at 1000 watts (1 kilowatt) and used for a whole hour, it uses 1 kilowatt hour of energy. The same amount of energy is used by burning a 2000 watt heater for 0.5 hours or a 100 watt light for 10 hours. A typical household electricity meter shows how much electrical energy has been consumed in kilowatt hours (kWh). ASSOCIATED ACTIVITY: 3.1 PART 1 RUNNING COST CALCULATIONS, PART 2 BILL ANALYSIS, 3.2 FUEL POVERTY CALCULATIONS
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In Scotland, most of our electricity has been generated by either fossil fuels or nuclear power stations for the past 50 years.
renewables 8.6% hydro coal 11.6% 23.6% Energy use in 2008 nuclear gas 30.2% and oil DATA SOURCE: 26% DIGEST OF UK ENERGY STATISTICS 2010
Nuclear Power Stations
Nuclear power stations work in a similar way to fossil fuel power stations except the fuel used to produce the required heat is uranium. When an atom of uranium is bombarded by particles called neutrons, the uranium atom splits roughly in half and releases a huge amount of heat. This process is called nuclear fission and the heat energy is then used to heat water or carbon dioxide to produce steam to drive turbines and generate electricity. In contrast to fossil fuel power stations, the nuclear process does not produce greenhouse gases or contribute to climate change. However, nuclear power is a controversial issue because of the problems associated with the long-term storage of radioactive waste and the costs associated with decommissioning the power stations at the end of their lifetimes. Some countries are undeterred by these problems and see nuclear as a solution to reducing their carbon dioxide emissions. In France, almost 80 per cent of their electricity is generated by nuclear power. However in Scotland, there are no plans to build new nuclear power stations once the present stations reach the end of their planned lifetimes. Instead, Scotland is investing in renewable energy while also researching a process called ‘carbon capture and storage’ which aims to remove carbon dioxide from fossil fuel power plants before it escapes into the atmosphere. ASSOCIATED ACTIVITY: 3.3 POWER STATION PLOT
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Carbon Capture and Storage
Carbon Capture and Storage (CCS) involves capturing CO2 from fossil fuel powered stations and storing the CO2 underground instead of releasing it back into the atmosphere. The first step in the CCS process is to capture the carbon dioxide from the fumes of the power plant and separate it from the other flue gases. Next it has to be pressurised and changed into a liquid to enable it to be transported by road or by underground pipeline. Finally it has to be stored and monitored. Most CCS projects propose to store CO2 underground where oil and gas used to exist. CCS research is on-going, but at present, no power plants use this technology and high costs remain a significant challenge. Saving Energy Another way to cut carbon dioxide emissions is to try and curb humankind’s thirst for energy and to look at ways of being more energy efficient. A common slogan used while trying to highlight ways we can all become more energy efficient is ‘Reduce, Reuse, Recycle’. If we reduce the amount of energy we use by insulating our homes, travelling less and altering our lifestyles, this will have a direct impact on Scotland’s greenhouse gas emissions. Society has moved away from the ‘make and mend’ culture of previous generations and too often we tend to replace rather than reuse. This generates significant and at times unnecessary waste. Recycling allows new products to be created while conserving important raw materials and using less energy. Today it is possible to recycle paper, plastic, cans, cardboard, glass, batteries, mobile phones, toner cartridges and much more. ASSOCIATED ACTIVITY: 3.4 ENERGY SAVING TIPS, 3.5 RECYCLING ACTIVITY SYMBOLS, 3.6 RECYCLING QUIZ
Future Energy In 2009 the Scottish Government passed the Climate Change (Scotland) Act which sets targets for greenhouse gas emissions to be reduced by 42% by 2020 and by 80% by 2050. This includes a commitment to cut emissions by at least 3% each year from 2020 onwards. These targets require further changes in how we produce and use energy. Instead of burning fossil fuels, Scotland has ambitions to be a world leader in renewable technologies and aims to develop a successful low-carbon economy.
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Renewable Energy
Renewable energy is produced from natural resources, which can be replenished and won’t run out. Wind, tides and the sun can all provide renewable energy. Non-renewable energy cannot be ‘made again quickly’ and will eventually run out. Coal, oil and gas are all examples of non-renewable energy. Scotland has been dependent on non-renewable energy for many years but is now developing its renewable energy potential. Scotland has also been identified as one of the best places in the world for wind, wave and tidal power. It is estimated that Scotland has 25% of Europe’s offshore wind and tidal potential and 10% of its wave potential. This adds up to an estimated 60 billion watts of renewable energy and equivalent to three- quarters of the total energy that can be generated by existing power stations in the UK.
Types of Renewable Energy Wind – Wind turbines can be located on land or off-shore. The wind turns the blades of the turbine which then turn a shaft which is connected to an electricity generator. Turbines require strong and reliable winds and have to be situated carefully. Whitelee Windfarm near Eaglesham is the largest windfarm in Europe. It has 140 wind turbines which generate enough energy to power 180,000 homes.
Tidal – Turbines can also be used underwater and as the tide moves water forwards and back, the blades of the turbine are pushed around and used to drive a generator. The European Marine Energy Centre in Orkney aims to harness the significant tidal potential of the Pentland Firth.
Wave - Waves are very powerful but it is difficult to harness this power to generate electricity. Various devices are being developed and tested in Scotland. The world’s first commercial wave power generator, the Limpet, is based on the coast of Islay and uses waves to drive air through turbines generating energy.
Hydro – Hydro power is well established in Scotland. The wet Scottish weather can provide a useful supply of water which is collected and held above the power station in a loch, reservoir or river. When required, this water is allowed to fall and turn turbines in order to generate electricity. Hydro schemes can be expensive and difficult to build, but once established, the energy is virtually free and produces no waste or pollution.
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Cruachan Power Station - Cruachan Power Station stands on the banks of Loch Awe in Argyll and Bute and is the world’s first reversible pumped-storage hydro-electric power station. The station is used to produce electricity to meet peak demand and then when demand is less high, the station uses power to pump the water back up into the reservoir. Cruachan can go from zero to maximum output in about 28 seconds – producing enough electricity to power a city the size of Aberdeen.
Hydro-electric power plants in Scotland include: Cruachan (Argyll and Bute), Pitlochry hydro-electric dam (Perth and Kinross), Earlstoun (Scottish Borders), Loch Dubh (Highland) and Tummel Bridge (Perth and Kinross).
Solar – The Sun also emits energy which can be harnessed to produce electricity. Some countries have ‘solar power plants’ which use hundreds of mirrors to reflect sunlight onto a receiver on a central tower. Here, water is heated to create steam, which drives a turbine and generates electricity. Scotland may not receive enough sunshine for large scale solar power plants but an increasing number of homeowners are investing in solar panels to meet their own electrical needs. Solar panels are made from semiconductor materials that convert sunlight into electricity using the photoelectric effect, first explained by Albert Einstein.
Biomass - Biomass energy is usually produced by burning living things like wood, woodchips, sugar cane and corn. Biomass power plants generate electricity in a similar way to conventional power stations. The biomass fuel (wood, sugar cane pulp etc.) is burned to heat water which generates steam. This steam is used to turn turbines which generate electricity. Burning biofuels does generate some carbon dioxide but this is approximately 50% less than fossil fuel power stations. Steven’s Croft biomass power plant near Lockerbie generates power by burning off-cuts of waste wood and sawdust from local sawmills.
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Geothermal - Geothermal power harnesses the heat energy that exists below the surface of the Earth. This heat can be used to make steam to drive turbines to generate electricity. Large-scale geothermal energy plants are usually found in countries with volcanic activity where significant heat energy can be accessed near the Earth’s surface. For example, geothermal energy heats 90% of all the homes and buildings in Iceland. In Scotland most of the power we currently get from underground heat comes from the use of ground source heat pumps. This heat is often used to heat water, radiators or underfloor heating. Thanks to Scotland’s wet and windy climate, its main renewable strengths lie in wind, tidal, wave and hydro power. ASSOCIATED ACTIVITY: 3.8 RENEWABLES IN SCOTLAND PLOT, 3.9 WHITELEE QUESTIONS
Renewable Energy Concerns
Scotland’s continued development of renewable energy technologies has also raised issues relating to cost effectiveness, environmental protection and reliability. Many of the proposed technologies are new and expensive and require government subsidy to assist in their development. It is hoped that these subsidies will reduce as the technology becomes better established. A large proportion of Scotland’s potential renewable energy is produced in the North of the country or in coastal areas. The way this energy is transmitted and distributed around Scotland, and beyond, will require careful planning. Environmental organisations have no wish to see Scotland’s beautiful scenery or unique wildlife disturbed or harmed in any way. There are also concerns around the reliability of production of wind and wave power when the weather is calm for long periods of time. Consequently, a mix of renewable energy sources is seen as essential in order to provide an uninterrupted electricity supply. Therefore Scotland’s ambition to reduce its dependence on fossil fuels by exploiting its renewable energy potential will require continued innovation, development and commercialisation. ASSOCIATED ACTIVITY: 3.10 BEAULY TO DENNY
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Large Scale Projects Large scale onshore wind projects include ScottishPower Renewables’ Whitelee windfarm near Eaglesham and Scottish and Southern Energy’s Clyde windfarm in South Lanarkshire. In addition to the many onshore windfarms that currently exist across Scotland, feasibility studies are currently underway to investigate the potential of building the largest offshore windfarm in the world off the coast of Scotland. The Argyll Array, would be located close to the Island of Tiree and could produce enough energy to power 1 million homes. The European Marine Energy Centre in Orkney is also conducting world-leading research into marine renewables. It is the first centre of its kind to be created anywhere in the world, and offers developers the opportunity to test full-scale grid-connected prototype devices in excellent wave and tidal conditions.
Small Scale Opportunities Many small businesses, schools and housing projects are investigating the use of renewables as a way of reducing greenhouse gas emissions and cutting the cost of energy bills. Biomass boilers, have become increasingly popular for schools in rural areas while wind power is being harnessed via small scale turbines for many island communities. Scotland does not have a reputation for endless sunshine, however solar panels which capture the sun’s energy using photovoltaic cells don’t need direct sunlight to work and can still generate some electricity on a cloudy day. The electricity can then be used to run household appliances and lighting. Climate change remains one of the biggest challenges facing the global community in the 21st century. Scotland is taking a lead on meeting this challenge with the Climate Change (Scotland) Act which commits our country to the world’s most ambitious greenhouse gas reduction targets. If we are to meet the targets it will require major change in how we produce and use our energy, and everyone in Scotland has a role to play.
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Energy and Renewables ASSOCIATED ACTIVITIES
3.1 Running Costs Calculations and Bill Analysis 3.2 Fuel Poverty Calculator 3.3 Scottish Fossil Fuel and Nuclear Power Station Plot 3.4 Energy Saving Tips 3.5 Recycling Activity Symbols 3.6 Recycling Quiz 3.7 Bag for Life 3.8 Renewables in Scotland Plot 3.9 Whitelee Questionnaire 3.10 Beauly to Denny 3.11 Who’s got the Power?
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ACTIVITY 3.1 (PART 1) Running Cost Calculations
Working Out Cost of Running Appliances: Energy used (kWh) = Power of appliance (kwatts) x Time used (hours) Cost of energy used = Energy used (kWh) x Cost of 1KWh (varies by provider)
REAP (Rural Environment Action Project) offer an online calculator if you have access to computers www.reapscotland.org.uk/downloads/ and/or use the table provided:
Cost of running selected appliances a. Find out how much the chosen home appliances cost to run. The first appliance cost has been completed as an example.
Example from table - 60 watt electric lightbulb. The watt is a measurement of power - so 60 watts of power are required to make this lightbulb light up. Your electricity provider will bill you by the kilowatt-hour (kWh), and that’s what your electricity meter records. This example was calculated with a provider rate of 10 pence per kilowatt-hour. A 60 watt lightbulb switched on for one hour is equal to 0.06kWh (divide 60 watts by 1000 to get the kW) - so you multiply 0.06kWh by your provider’s kWh price, to get the cost. E.g: 60 watt bulb for one hour = 0.06kWh, multiply by a rate of £0.10 per kWh ... is £0.006 (Just over a half pence). ref: www.frequencycast.co.uk/howmanywatts.
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ACTIVITY 3.1 (PART 1) Running Cost Calculations
Household appliance table
Product Power of Time Energy Provider Cost of appliances used used cost per energy (kW) (hours) hour(kWh) used 60 watt standard lightbulb 0.06kW 1 hour 0.06kWh £0.10 £0.006
20 watt energy saving lightbulb 0.02kW 4 slice toaster 1.3kW Kettle 3.0kW Hair dryer 2.0kW Vacuum cleaner 2.2kW Microwave 0.8kW Tumble dryer 4.45kW
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ACTIVITY 3.1 (PART 2) Bill Analysis
a. You can use learners’ provider rates to calculate the rest of examples given in the table or check out current provider rates online and use these or use example provider rate. b. The cost of using a 60 watt bulb for one hour is very low as shown in calculation demonstrated.
Using the information that: Energy used (kWh) = Power of appliance (kwatts) x Time used (hours) Cost of energy used = Energy used (kWh) x Cost of 1kWh (varies by provider). and One 60 watt bulb used for an hour at £0.10 per kWh is £0.006.
i. Work out the cost for a 60 watt bulb switched on for 10 hours. ii. Work out costs for a 60 watt bulb switched on for 10 hours per day for a week. iii. Work out costs for bulbs used in your home: Count the number of bulbs used in each room of your home and calculate the cost for all these bulbs to be on for 5 hours per day (using the information supplied or the learners supplier rates) assuming they are all 60 watt bulbs. iv. How much would you save if the bulbs were switched on less - e.g. bulbs on for 2 hours per day? v. Draw a floorplan showing kitchen, bedroom and living room, and ask people to make a list of main appliances they use in each. Use the table headings overleaf and the formula to work out the cost of running a selection of these appliances.
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ACTIVITY 3.2 Fuel Poverty Calculations
The Scottish Government uses the following definition of fuel poverty. “A household is in fuel poverty if it would be required to spend more than 10% of its income (including Housing Benefit or Income Support for Mortgage Interest) on all household fuel use.” ‘Extreme Fuel Poverty’ is defined as a household having to spend more than 20% of its income on fuel. The 3 main factors in fuel poverty are incomes, energy efficiency and fuel costs. www.scotland.gov.uk/Publications/2011/11/23172215/6
PART 1 REAP Scotland have an online fuel poverty calculator on their website. Link: www.reapscotland.org.uk/downloads/?did=17
Ask learners to complete the online calculator a. The fuel poverty calculator is easier to use if people have an annual statement from their particular energy supplier. If this is not available, calculate people’s annual energy consumption by adding up usage from their 4 previous statements. b. Discuss achievable ways to reduce energy use/consumption. c. Make a list of support/advice organisations where people can get help/support with energy costs locally. d. Ask people to visit/research online local support organisations and produce a directory of these.
PART 2 If 10% or more of your household income goes towards fuel bills, then you may be in fuel poverty. Fuel poverty ratio is defined as: FUEL COSTS ( USAGE X PRICE) ÷ INCOME ref. www.decc.gov.uk/assets/decc/statistics/fuelpoverty/614-fuel- poverty-methodology-handbook.pdf If the ratio of fuel costs to income is greater than 0.1 then household is described as fuel poor. Learners could use the above calculation if they don’t have access to computers. They would need to collect information regarding their annual fuel statement or 4 quarterly statements, the total household income as well the cost per unit from their energy supplier.
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ACTIVITY 3.3 Scottish Fossil Fuel and Nuclear Power Station Plot
Using your outline map of Scotland plot the location of traditional fossil fuel and nuclear power stations around Scotland.
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ACTIVITY 3.4 Energy Saving Tips
a. In pairs make a list of ways we can save energy in our homes. Share in large group. b. Compare lists made with energy saving tips from organisations like Energy Savings Trust. www.energysavingtrust.org.uk/scotland/Take-action/Money- saving-tips/Energy-saving-tips/Top-ten-tips
c. Estimate how much money could be saved by implementing some of these changes.
LIST
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ACTIVITY 3.5 Recycling Activity (Symbols)
a. Have a look at the symbols below and discuss what you think they mean.
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ACTIVITY 3.5 Recycling Activity (Symbols)
b. Match symbols to the descriptions below.
1. Recycle mark The Recycle Mark is a call for action. Please try and recycle whenever possible.
2. The new packaging symbols New packaging symbols are now starting to appear on some packaging. They help to identify how different parts of packaging can be recycled.
“Widely Recycled” means 65% of people have access to recycling facilities for these items. “Check locally” means 15% - 65% of people have access to recycling facilities for these items. “Not recycled” means less than 15% of people have access to recycling facilities for these items.
3. The Green Dot The Green Dot does NOT necessarily mean that the packaging can be recycled. It is a symbol used on packaging in many european countries and signifies that the producer has made a contribution towards the recycling of packaging.
4. Plastics Identifies the type of plastic: PET and HDPE bottles are recycled by the majority of local authorities.
5. Glass Please dispose of glass bottles and jars in a bottle bank (but remember to separate colours) or use your glass kerb side collection if you have one.
6. Recyclable Aluminium Can be placed in an aluminium recycling facility.
7. Recyclable Steel Can be placed in a steel recycling facility.
8. Mobius Loop Indicates that an object is capable of being recycled - not that the object has been recycled.
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ACTIVITY 3.5 Recycling Activity (Symbols)
9. Mobius Loop with percentage Shows the percentage of recycled material contained in the product.
10. Paper To be given the National Association of Paper Merchants mark, paper or board must be made from a minimum of 75% genuine waste paper and/or board fibre, no part of which should contain mill produced waste fibre.
11. Wood The Forest Stewardship Council logo identifies products which contain wood from well managed forests independently certified in accordance with the rules of the FSC.
12. Tidyman Dispose of this carefully and thoughtfully. Do not litter. This doesn’t relate to recycling, but is a reminder to be a good citizen, disposing of the item in the most appropriate manner.
These symbols are a guide to how widely different packaging items are recycled, however you should always follow the advice of your local authority.
FURTHER ACTIVITIES: Find out what can be recycled and where in your local area. Bring in packaging from a selection of items and discuss if they can be recycled or not.
Discuss what would improve local recycling provision and how to work towards these improvements.
Craft projects which use recycled material can be found on internet searches e.g.: http://diyfashion.about.com/od/diyjewelrymaking/tp/Funky- Jewelry-for-Beginners.htm
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ACTIVITY 3.6 Recycling Quiz Questions FOOD www.wasteawarelovefood.org.uk/ 1. Scottish households throw away ...... tonnes of food waste every year. 2. Avoidable food waste costs the average Scottish household £ ...... per year. 3. Roughly guess what percentage of all food waste could have been eaten ...... %. 4. What percentage of food is thrown away untouched in Scotland. 5. At least £ ...... million worth of food thrown out in Scotland is still in date. Wasted food is not only a waste of money; it’s also a major contributor to climate change. Producing, transporting and storing food uses a lot of energy, water and packaging, which is all wasted if the food gets thrown away uneaten. If this avoidable food waste had been consumed, it would prevent the equivalent of 1.7 million tonnes of carbon dioxide entering the atmosphere – roughly the same as taking one in every four cars off Scotland’s roads.
GLASS (BRITISH GLASS) www.zerowastescotland.org.uk/content/ways-recycle-glass 7. Every household in the UK uses on average ...... bottles and jars per year. 8. Recycling one glass bottle saves enough energy to power your computer for: a.10, b.15 or c. 25 minutes. 9. Can glass can be recycled again and again?: Yes or No. Containers made from recycled glass are of the same high quality as those made from new raw materials. 10. Green glass bottles made in the UK are made with at least ...... % recycled glass. 11. Does recycling glass save energy? Yes or No.
Over 250kg of CO2 equivalents are saved by recycling 1000kg of glass compared to sending them to landfill
PLASTIC BOTTLES www.zerowastescotland.org.uk/content/ways-recycle-plastic-bottles 12. How many estimated plastic bottles are thrown away each year in the UK a. 3 billion, b. 9 billion, c. 13 billion? 13. How many plastic bottles does it take to make a recycled fleece jacket. a. 100, b. 50, c. 25? 14. Does recycling plastic bottles save energy? Yes or No? Nearly 2000kg of CO2 equivalents are saved by recycling 1000kg of clear plastic bottles (PET) compared to sending them to landfill.
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ACTIVITY 3.6 Recycling Quiz Questions
PAPER www.zerowastescotland.org.uk/content/ways-recycle-paper 15. Paper and board makes up ...... % of the average UK household bin? 16. Does recycling paper have a lower environmental impact than sending it to landfill/ incineration? Yes or No. 17. How many days does it take on average for old magazines and newspapers to be recycled into new ones 10, 15 or 7? 18. Does recycling paper save energy? Yes or No. Over 600kg of CO2 equivalents are saved by recycling 1000kg of paper compared to sending them to landfill.
CANS www.zerowastescotland.org.uk/content/ways-recycle-cans 19. Making one can from raw materials uses the same amount of energy that it takes to recycle a.5, b.10 or c.20 cans. 20. Currently in the UK 57% of aluminium used is already recycled, but only ...... % of aluminium drinks cans and just ...... % of aluminium foil is recycled (stats from International Aluminium Institute). Therefore everyone should get involved in ensuring their aluminium foil and cans end up being recycled and not in landfill. www.self-sufficient.co.uk/Recycle-Aluminium 21. Recycling aluminium is a. 5, b. 10 or c. 20 times more efficient than making it from the raw material, bauxite. 22. Does recycling cans save energy? Yes or No.
Over 9000kg of CO2 equivalents are saved by recycling 1000kg of aluminium cans compared to sending them to landfill.
Information from zerowastescotland www.zerowastescotland.org.uk/content/ways- recycle-paper and www.self-sufficient.co.uk
Check current information from zerowaste Scotland and other sources to keep quiz type questions up to date.
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ACTIVITY 3.7 Bag for Life
Rag Tag n textile, an innovative social firm based in Kyle of Lochalsh, offer a variety of workshops/courses around recycling textiles into a wide range of sellable crafts and numeracy is implicit in all of their work. They have kindly shared a template for making their famous recycled t-shirt bag for life.
Resources needed - • scissors (for cutting material). • access to a sewing machine or needles and thread for hand sewing. • Markers, glue, beads, buttons etc. if you want to decorate bag.
Ask learners to bring in an old t-shirt for this activity (would be useful to have a few spare in case anyone forgets to bring one). Turn the t-shirt inside out. Using the template as a guide, cut around the neck of t-shirt and also cut off the sleeves as shown. Sew the bottom of t-shirt either by machine or by hand. Turn outside in and decorate bag for life as desired.
T-shirt template
Cut
Sew
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ACTIVITY 3.8 Renewables Case Study
Use an outline map of Scotland to plot established and planned hydro and renewables developments in Scotland. Useful websites: Together with your map of fossil fuels, hydro and nuclear energy sites discuss issues which affect Scotland moving National Grid www.nationalgrid.com/uk towards a low carbon economy e.g. distance of developments from large population, transmission and Nuclear Industry Association distribution of energy, construction of new developments, www.niauk.org tourism, employment. Atomic Energy Authority www.uk-atomic-energy.org.uk
Scottish Renewables www.scottishrenewables.com
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ACTIVITY 3.9 (PART 1) Whitelee Windfarm Questionnaire
a. Visit Whitelee Windfarm website www.whiteleewindfarm.co.uk/about/wind_power to find answers to the following questions:
3. How much electricity can one turbine generate?
4. How many homes can be 1. How many turbines are there? provided for by one turbine?
5. How much electricity is generated Whitelee 2. How do turbines generate by all turbines at whitelee? Windfarm electricity?
6. How many homes can be powered by all the turbines 7. How tall are these turbines? at Whitelee?
9. How strong does the wind have 8. What happens to the turbines to blow for the turbines to work? when it gets really windy?
source www.whiteleewindfarm.co.uk (PART 2) b. The estimated number of households; in Glasgow is 282196 in Aberdeen is 103677 in Dundee is 70401 in Scotland is 2357426 (source:www.gro-scotland.gov.uk)
How many Whitelee turbines would be needed to power the households in each of these cities approximately? (PART 3) c. Order these from smallest to largest: Gigawatt Watt Megawatt Kilowatt
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ACTIVITY 3.10 Beauly To Denny Power Line
The Beauly - Denny Power line upgrade is a project to greatly increase the capacity of the National Grid in Northern Scotland and make possible the development of renewable energy projects both North of, and along the line. The overhead line will be 137 miles long with increased capacity from 132 kilovolts to 400 kilovolts. The upgraded line will comprise approximately 600 towers of an average height of 53 metres. This compares with the current 815 towers of an average height of 33 metres. The spacing between towers on the upgraded line will average 360 metres, compared to a current average spacing of 250 metres. This project has proved controversial, mainly because of the proposed height of the pylons and the costs involved. Several organisations have registered complaints stating that the power line will have a negative impact on some of Scotland’s most famous landscapes. This could affect tourism, wildlife and recreation. Concerns have led to the recommendation that the line goes underground for key parts of the route.
RESEARCH ACTIVITY Learners should research the arguments ‘for and against’ the Beauly to Denny power line upgrade and draw their own conclusions about the issues surrounding this project. They should then make an evidence based presentation to their colleagues with relevant numerical information. Learners can work independently or as part of a group.
Useful websites include: Scottish Government Information www.scotland.gov.uk/Topics/Business-Industry/Energy/ Infrastructure/Energy-Consents/Beauly-Denny-Index
Scottish and Southern Energy Information www.sse.com/BeaulyDenny/ProjectInformation/
John Muir Trust www.jmt.org/beauly-denny-inquiry.asp
Beauly-Denny Inquiry Report www.beaulydenny.co.uk/
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ACTIVITY 3.11 Who’s got the Power? A WHITELEE/GLASGOW SCIENCE CENTRE RESOURCE GUIDE NOTES:
This is a dialogue activity that builds on students’ prior knowledge of renewable energy. Three renewables are discussed: hydro, wind and tidal. It is possible to run this activity with little knowledge of renewables, though some background reading is strongly advised. Use the fact sheets and video links provided to get started and learn how the renewable works. An internet connection that can access You Tube is required to view the videos. Materials required • Viewpoint cards (cut out). • Fact and opinions cards (cut out). • Newspaper article (one per group). • Two different coloured highlighters (each group). • Notice/display boards (optional). • Island information. • Guide notes. • Internet connection (optional). Getting Started • Start with a statement that forces the students to take a stance: ‘We could live without electricity.’ Place a Strongly Agree and Strongly Disagree sign at opposite ends of a wall and ask pupils to stand on the line in a continuum according to how they feel about the statement e.g. If they slightly agree then they would not be right at the end of the line but slightly towards the centre. Students will be given one minute for this part. • Discuss with students their stance using techniques such as devil’s advocate. Students may say something like ‘How would we keep warm or light the house?’ Challenge them by asking ‘People managed to do that before electricity was discovered. How did they do it then?’ This part should take around five minutes but can be extended if chat is flowing well. • The whole group should be split into three groups. Each group will discuss one of the three renewable energies: hydro, wind or tidal. WGTP works best with groups of no more than five but should have at least two in them.
The Island • Introduce the island, discussing the role the group are going to play in the activity and how they are going to make a decision. Assign each group one of the three renewables to discuss: hydro, wind or tidal.
The Newspaper • Ask the group to define fact and opinion. If there is access to a dictionary you could read out the definitions to clarify. • Give out the newspaper articles. Groups should extract fact and opinion from the news article on solar power. Although solar power is not an option for the island it gets the students prepared for the next section which is organising the facts and opinions of their renewable. Facts should be highlighted in one colour and opinions in another.
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ACTIVITY 3.11 Who’s got the Power?
Fact or Opinion Cards • Give out six cards to each group relating to their renewable energy. Groups will sort them into fact or opinion. Although prior knowledge of the renewable may be limited, groups can make a judgement call on whether they think something is fact or opinion. There may be facts they have not heard before but it ‘sounds’ like a fact. The main aim is to elicit discussion and critically analyse the information. If available, the Internet can be used to help groups identify facts. • One person should read out a card each within the group and collectively decide if it is a fact or opinion. Approx. 15 minutes for this section depending on the rate of discussion.
Viewpoint Cards • Give out six viewpoint cards to each group related to their renewable energy (marked hydro wind and tidal). • Each Group should work together to decide if they think the person is for or against the renewable. Students should be prepared to share why they have made these decisions. Cards should be put in a continuum according to viewpoints that are strongly for and strongly against. • Groups can use the blank sixth card to think of an islander that might have a particular viewpoint on the renewable and why. This allows the students to think of other implications that haven’t already been discussed on the cards. Students have 15 minutes or less for this section depending on the rate of discussion.
Discussion Each group will discuss with the other groups the cards they have sorted relating to their renewable. Students should be encouraged to read out the fact and opinions cards giving reasons why they put them where they are. If time, discuss with the class the positives and negatives of a given fact. Viewpoints should be discussed next. Students should be asked what they think of the views and how important they think the issue is to them. e.g. are they concerned about the impact on wildlife? Would it make them more or less likely to want that renewable on the island? This section should last around 20 minutes.
Vote After hearing the information on all three renewables, students should be given one minute to decide which renewable would be the best for the island. Students should vote individually and not as a group.
A ballot box could be used Discuss (time dependant) with the students why they have chosen a particular renewable, again using techniques such as devil’s advocate. This should lead the students to the conclusion that one renewable would not be enough and there would have to be mix of renewables as they all have their pros and cons.
This activity is also available from the Glasgow Science Centre website: www.gsc.org.uk
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ACTIVITY 3.11 Who’s got the Power?
HYDRO POWER FACT SHEET Hydroelectric plants generate electricity from water using technology that has been in existence for a long time. Usually, a dam is built across a river to create a reservoir. The water from the reservoir is then pumped swiftly to through turbines to produce the electricity. Although hydro power generation has moved on significantly, it has been used in the past for things such as milling. These days it is mostly used for the generation of electricity using dams and reservoirs. 85% of the UK’s hydroelectric power comes from Scotland.
Advantages • Hydro power is very reliable. The water to power the turbines can be stored in a nearby reservoir, constantly topped up by rainfall. As this technology has been around for such a long time, its reliability and efficiency have been decisively proven. • A hydro plant can provide a constant supply of electricity; so long as there is water in the reservoir, the plant can generate electricity. • Hydro plants can start generating electricity very quickly. At Cruachan Power Station in Argyll, for example, the turbines can go from not producing electricity to generating at full capacity in 30 seconds.
Disadvantages • Building a dam and flooding a large area can endanger local wildlife and biodiversity. • The water flowing downstream from the hydro plant can cause erosion of the river bed and have a negative impact on flora and fauna. • It irreversibly alters the landscape and could be an aesthetic problem for local residents. Video link www.youtube.com/watch?v=XssiuK_OjfQ
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ACTIVITY 3.11 Who’s got the Power? WIND POWER FACT SHEET Generating electricity through wind power is achieved through the use of turbines. The turbines can range in size and the blade sizes can be above 45 metres in length. A wind turbine works exactly like the opposite of a fan. Instead of using electricity to generate wind, the turbines use wind to generate electricity. The turbine blades are attached to a section called the nacelle. Inside the nacelle is the gearbox and generator. As the blades turn the generator is able to convert the kinetic or ‘movement’ energy into electrical energy.
Advantages • Scotland, especially on the west coast, has lots of wind that can be exploited. • ‘Payback’ is quick in terms of energy used to manufacture and install. • Wind turbines have little impact on biodiversity. • It is claimed that Scotland is the windiest country in Europe. Disadvantages • The wind does not always blow, meaning that there are times when the turbines are not generating any electricity. • Large windfarms have a big impact visually on a landscape, which can be seen as a negative for some. • Roads may have to be built or widened in order to transport the turbines to their destination, which might affect local farming and towns. Video link www.youtube.com/watch?v=0Kx3qj_oRCc
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ACTIVITY 3.11 Who’s got the Power? TIDAL POWER FACT SHEET Generating electricity from the tide is achieved through the use of the underwater turbines which rotate as the tide passes through them. The UK has an excellent tidal stream resource, although there is currently only one tidal power project in development. If exploited to the fullest, tidal energy could provide 10% of the UK’s electricity. The Forum for Renewable Energy Development in Scotland estimate that 1300MW of tidal and wave energy capacity could be installed in Scotland by 2020.
Advantages • The tide is completely predictable. There are two tides every 24 hours, meaning that the energy levels can be predicted. • Tidal turbines are not expensive to build and maintain. The turbines can be mostly obscured underwater, meaning little visual impact. • The UK has some of the highest tidal ranges in the world which makes it a good location for tidal power.
Disadvantages • Bird life on the estuary where the turbines would sit would be affected as they rely on the tide to uncover mud flats in order to feed. • It is only possible to generate power for 10 hours per day as the tide comes in or out. • The tidal technologies could interfere with shipping routes and access to ports. This could be damaging to the industry on the island that rely on the ports for importing and exporting. Video link http://www.youtube.com/watch?v=qRUl1mJQHmc
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ACTIVITY 3.11 Who’s got the Power?
Strongly agree
Strongly disagree
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ACTIVITY 3.11 Who’s got the Power?
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ACTIVITY 3.11 Who’s got the Power? Isle of Auchrie The Isle of Auchrie is asking for your help to decide which renewable energy to install on the island. The power station that supplies the island with power is being closed down. The island sees this as an opportunity to use a renewable energy to power the island. You have to decide which renewable energy is the best for the Isle of Auchrie: hydro, wind or tidal.
Island Background information The Isle of Auchrie has been occupied for around 8000 years, going through many changes in its inhabitants. From early Iron Age settlers to Viking invaders to the farming and the fishing communities we see today. The island is situated on the west coast of Scotland, about 5 miles from the mainland and has a daily ferry service which allows access to and from the mainland. Whisky is the biggest industry on the island with tourism also providing a source of income. Most of the land is privately owned by individuals who rent out farmland to the island’s inhabitants.
Main towns: Port Rhuran, Bonmyre. Languages: Gaelic, English. Population: 3753. Biggest industries: Whisky, tourism, fishing. Size: 590km² (approx). Weather: The weather on Auchrie, like most west coast islands in Scotland is extremely changeable. Strong winds are common and reach gale force regularly. High tides are common, but flooding risk is minimal. Landforms: The underlying land on the island is a mix of volcanic rock and marine sedimentary formed hundreds of millions of years ago. Most of this land is covered in blanket bog, grasslands, woodlands and vegetated sea cliffs. The vegetation provides food for grazing animals which in turn provides an important contribution to the ecosystem of the island. The island’s main river is the River Allaidh which is fast flowing and is home to salmon and trout among other species of fish.
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ACTIVITY 3.11 Who’s got the Power?
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ACTIVITY 3.11 Who’s got the Power?
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ACTIVITY 3.11 Who’s got the Power?
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ACTIVITY 3.11 Who’s got the Power?
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ACTIVITY 3.11 Who’s got the Power?
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ACTIVITY 3.11 Who’s got the Power?
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ASSOCIATED ACTIVITY ANSWERS
3.1 (PART 1) Running Cost calculations Household appliances
Product Power of Time Energy Provider Cost of appliances used used cost per energy (kW) (hours) (kWh) hour(kWh) used
60 watt standard lightbulb 0.06kW 1 hour 0.06kWh £0.10 £0.006
20 watt energy saving lightbulb 0.02kW 1hr 0.002kWh £0.10 £0.002
4 slice toaster 1.3kW 1hr 1.3kWh £0.10 £0.13
kettle 3kW 1hr 3kWh £0.10 £0.30
hairdryer 2kW 1hr 2kWh £0.10 £0.20
vacuum cleaner 2.2kW 1hr 2.2kWh £0.10 £0.22
microwave 0.8kW 1hr 0.8kWh £0.10 £0.08
tumble dryer 4.45kW 1hr 4.45kWh £0.10 £0.445
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ASSOCIATED ACTIVITY ANSWERS
3.2 Bill analysis a. Cost per hour = 0.006 so cost for 10 hours = 10 x 0.006 = £0.06. b. Cost for 10 hours per day = £0.06. cost per week at 10 hours usage per day = 7x0.06 = £0.42 for a year. Cost for 10 hours per day = £0.06 cost per year at 10 hours usage per day = 365 x £0.06 = £21.90. So although the cost of one bulb for a short time seems reasonably cheap, when we calculate over a longer period of time, and some appliances do get used for longer periods of time, the cost increases.
3.6 Recycling Quiz PLASTIC BOTTLES FOOD 12. 13billion. 1. 566,000. 13. 25. 2. 430. 14. yes. 3. 66.6%. PAPER 4. 50%. 15. 18%. 5. 18. 16. yes. GLASS (BRITISH GLASS) 17. 7. 7. 331. 18. yes. 8. 25. CANS 9. yes. 19. 20. 10. 85. 20. 42% cans, 11% foil. 11. yes. 21. 20. 22. yes.
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ASSOCIATED ACTIVITY ANSWERS
3.5 Recycling Activity (Symbols)
Recycle mark The new packaging The green dot Plastics symbols
Recyclable Steel Mobius Loop Mobius Loop with Paper percentage
Wood Tidyman Glass Recyclable Aluminium
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ASSOCIATED ACTIVITY ANSWERS
3.9 Whitelee Windfarm
PART 1 PART 2 1.140 turbines Approx. number of Whitelee turbines needed to power 1000 homes = 1 turbine 2. The turbines at Whitelee work like a fan so number needed to power 282196 in reverse. A traditional fan uses homes = 282196 divided by 1000 = 282.196 electricity to make the air move but so approx. 282 turbines would be needed turbines capture the wind to make to power all households in Glasgow. electricity. The three blades are specially designed to ensure that wind can push Whitelee could supply at least half the them round. The moving blades are electricity needed for whole of Glasgow. connected to a generator and when Aberdeen - 103.6 turbines approx. to power the generator turns it creates electricity. estimated households for Aberdeen City. 3. 2.3 megawatts. Dundee - 70.4 turbines approx. to power 4. over 1000 homes. estimated households for Dundee. 5. 332 megawatts. Scotland - 2357 turbines needed to power estimated households for Scotland. 6. 160000 homes. - Whitelee could produce over 6% of 7. Whitelee turbines are 110 metres high the total power needed for Scottish 8. Although turbines need wind to households. generate electricity, too much wind - All figures are approximate and based on could cause extra stress on the blades current figures from the Whitelee website. and risk them becoming damaged. When it gets too windy for the turbines PART 3 the blades change position so they don’t fully catch the wind and the Watt - standard unit of power measuring turbines can even use their brakes to rate of energy consumption stop the blades from spinning. Kilowatt - equivilant to a thousand watts 9. The turbines need very little wind to start 1000W. working – as slow as nine miles per hour.* Megawatt - equivalent to a million watts 1000000W. * the website states a turbine can power over 1000 homes, however it can be more than that in reality. Gigawatt - equivilant to a billion watts It can be +/- 1300. The British Wind Energy Association 1000000000W. (now Renewable UK) published stats that claimed source: UK households were using much less energy and www.rapidtables.com/electric/watt therefore a turbine could provide for more homes. Details given are approximate therefore.
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ASSOCIATED ACTIVITY ANSWERS
3.11 Who’s got the power?
HYDRO Fact or Opinion Answers 85% of the UK’s hydro power comes from Scotland - FACT. Around 20% of the world’s electricity comes from hydro power - FACT. Building a hydro dam can flood some of the land around it -FACT. NOTE: When a river is dammed it raises the water level. Water can spread to the peripheral land around the river. I believe hydro dams damage wildlife and ruin fish stock -OPINION. NOTE: there is a case for this in some dams in the US where depleted fish stock and sediment in the rivers were issues. In the case of the dam on the island there would need to be evidence to back up the claim. There are better ways to reduce carbon emissions than using hydro power - OPINION. Hydro is better than wind or tidal as it has been tried and tested - OPINION.
WIND Fact or Opinion Answers On 6th September 2010, windfarms provided around 10% of the UK’s energy - FACT. NOTE: information regarding this can be found on Renewable UK website: www.renewableuk.co.uk Roads are sometimes widened to transport wind turbines - FACT. NOTE: this is often the case as the blades can be in excess of 45 meters meaning very large vehicles have to be used for transport. A 2.3 Megawatt (MW) turbine can power a PC for 2250 years - FACT. Wind turbines are not noisy - OPINION. NOTE: Noise is subjective which is why this is an opinion. The wind turbines are damaging to the countryside - OPINION. We can’t rely on wind turbines are because the wind does not always blow - OPINION. NOTE: this is a discussion point. There is part of the statement that is fact: ‘…wind does not always blow. ’ What makes it an opinion is the subjectiveness of what is reliable.
TIDAL Fact or Opinion Answers Tidal power is a new technology - FACT. NOTE: the world’s first tidal array is to be installed off West Coast of Scotland. Scotland could power 500,000 homes with tidal, wave and hydro power - FACT. There are two tides per day in most places - FACT. NOTE: the benefit of knowing this means we can predict when electricity will be generated. We would be gambling with tidal, as it is an unproven technology - OPINION. I don’t think tidal turbines are an environmental threat to wildlife - OPINION. Tidal turbines won’t make electricity bills any cheaper - OPINION.
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There are many and varied types of resources that could be used to explore and develop the numeracy topics raised within the pack. This section offers a small selection of example numeracy resources/activities/factsheets which support the numeracy themes appearing in the pack. The pack highlights examples mainly from the BBC Skillswise website. We will be delighted to add further tutor/learner resources/activities to the pack when it is hosted online.
Numeracy Support ASSOCIATED ACTIVITIES
4.1 Number Lines 4.2 Place Value and Big Numbers 4.3 Fractions, Decimals and Percentages 4.4 Negative Numbers 4.5 Ratio and Proportion 4.6 Finding Averages 4.7 Probability 4.8 Metric and Imperial Measurements 4.9 Temperature 4.10 Bar Graphs, Line Graphs and Pie Charts 4.11 Formula 4.12 Using an Atlas Index 4.13 Distance and Scale on Maps/Atlases 4.14 Additional Resources
Some answers sheets are included, other answer sheets are available from the BBC Skillswise website and Thinking through Mathematics pack NRDC.
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ACTIVITY 4.1 Using a Number Line
A number line can be used for adding and subtracting by counting on or back.
Adding e.g. 8 + 4 count on 4 from 8 8 + 4 = 12
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Subtracting e.g. 12 – 3 count back 3 from 12 12 – 3 = 9
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Counting on to subtract Find change from £5 when you spend £3.50. Count up in pence to the next £ then count up in £: total change = 50p + £1 = £1.50.
50p £1
£3 £3.50 £4 £5
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ACTIVITY 4.1 Counting on using an Empty Number Line
Counting on using an empty number line is a good method for subtracting numbers mentally. Use this method to find the difference between 37 and 50. This is the same as the sum 50 - 37.
Picture an empty line in your head ...
Put 37 at one end of your line and 50 at the other ... 37 50
When you’ve pictured that line, count on from 37 to 40, which makes 3. Keep that 3 in your head. Then, count from 40 to 50, which is 10.
Have a look below to see how this works.
37 40 50 37 to 40 is 3 40 to 50 is 10
Now all you need to do is add the 3 to the 10. This makes 13. So:
The difference between 37 and 50 is 13. or 50 - 37 = 13
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ACTIVITY 4.1 Empty Number Lines
Use an empty number line to work out the missing numbers.
28 + = 45
28 + = 90
27 + = 60
35 + = 99
Now check your answers with those on the answer sheet.
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ACTIVITY 4.1 Empty Number Lines ANSWERS
Use an empty number line to work out the missing numbers.
28 + 17 = 45
28 30 40 45
28 to 30 = 2 30 to 40 = 10 40 to 45 = 5 2 + 10 + 5 = 17
28 + 62 = 90
28 30 40 45
28 to 30 = 2 30 to 90 = 60 2 + 60 = 62
27 + 33 = 60
28 30 40 45
27 to 30 = 3 30 to 60 = 30
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ACTIVITY 4.2 Big Numbers Glossary
Here are some of the words you may come across to do with big numbers.
Place value A figure has a different value when used in different places. For example, in these three numbers, the 4 stands for a different value: 45 The number 4 has a value of 40 (4 tens). 405 The number 4 has a value of 400 (4 hundreds). 54 The number 4 has a value of 4 (4 units).
Digit A figure or a number. 45 is a two-digit number whereas 405 is a three- digit number.
Billion When we talk about a billion we mean a thousand million or 1,000,000,000. If you see a billion in a news story it is referring to a thousand million. Such big numbers can be difficult to imagine.
Have a look at this bag of money. Think of a million pounds as being the bag of money. If you had a billion pounds, you would have a thousand of thes bags.
Numerical order The order that you would write numbers if you were counting from the lowest up. 405, 406 and 407 are in numerical order.
Unit The word unit means one. It is the smallest number and is always on the right-hand side of a whole number: 5 This number has 5 units. 72 This number has 2 units. 591 This number has 1 unit.
You’ll find more maths words explained in the Skillswise Glossary.
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ACTIVITY 4.2 Reading and Writing Numbers: Place Value Chart
There’s some information missing from this place value table. See if you can fill in the blanks. The first two rows have been done for you.
Number written Thousands Hundreds Tens Units with digits Th H T U Number written in words
709 7 0 9 Seven hundred and nine 1,624 1 6 2 4 One thousand six hundred and twenty four One hundred and twenty three Five hundred and seven 569 5 6 9 Seven thousand 4 5 0 0 1 1 9 Six hundred and forty 4,004 884 Nine thousand eight hundred and fifteen
Talking point What’s the biggest number you can write in the place value chart?
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ACTIVITY 4.2 Place Value And Big Numbers
Place value chart Hundred Billion Hundred Billion Ten Billion Million Hundred Million Ten Million Thousand Hundred Thousand Ten Thousand Hundred Tens Units
2 1 0 1 2 3 4 5 6 7 8 9
The example on the chart shows the place value for: 210 123 456 789 This number is written as: two hundred and ten billion, one hundred and twenty three million, four hundred and fifty six thousand, seven hundred and eighty nine. ACTIVITY Make up a variety numbers and add to the chart. Ask learners to write number in words too. *remember zero is a place holder.
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ACTIVITY 4.2 Writing Numbers in Words
Write the following numbers in words:
1. 360
2. 1,203
3. 8,923
4. 33,006
5. 156,000
6. 326,472
7. 1,000,000
8. 6,579,766
ANSWERS: 1. three hundred and sixty. 2. one thousand two hundred and three. 3. eight thousand nine hundred and twenty three. 4. thirty three thousand and six. 5. one hundred and fifty six thousand. 6. three hundred and twenty six thousand four hundred and seventy two. 7. one million. 8. six million five hundred and seventy nine thousand seven hundred and sixty six.
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ACTIVITY 4.3 Fractions, Decimals and Percentages Glossary
Percent Percent means ‘out of 100’. It is a fraction with 100 as the denominator. The % sign is used as a short way of writing percent. For example: 20% means 20 percent. This is 20 out of 100 and is written as 20 100 Fraction A fraction is a part or proportion of a whole. A fraction is also a number in 2 2 its own right. For example 3 is a number between 0 and 1. In this case, 3 represents the result of dividing 2 by 3.
Decimal ‘Decimal’ means relating to ‘base 10’. It can be used to refer to numbers or fractions. Decimal fractions are fractions with a denominator of 10, 100, 1,000 etc. The number of tenths, hundredths, thousandths etc are represented as digits following a decimal point. The decimal point is placed at the right of the units column.
Numerator and denominator In the notation of common fractions, the numerator is the number written above the line and the denominator is the number written below the line.
Decimal places Each column after the decimal point is a decimal place. For example, 10.948 has three decimal places (written as 3 d.p.).
Compare When you compare fractions, decimals or percentages, you need to put them in order of size.
To find out more about maths words look in the Skillswise Glossary.
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ACTIVITY 4.3 Fractions, Decimals and Percentages
Fractions Decimals Percentages
FRACTION DECIMAL PERCENTAGE 1 1 100%
3/4 0.75 75%
1/2 0.5 50%
1/4 0.25 25%
1/5 0.2 20%
1/10 0.1 10%
1/20 0.05 5%
1/100 0.01 1%
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ACTIVITY 4.3 Matching up Fractions and Percentages
Match up the fractions and percentages shown below: Fractions Percentages.
1 4 20%
1 10 75%
1 2 10%
3 4 25%
1 50%
1 5 100%
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ACTIVITY 4.3 Matching up Fractions and Percentages - ANSWERS
Match up the fractions and percentages shown below: Fractions Percentages.
1 4 20%
1 10 75%
1 2 10%
3 4 25%
1 50%
1 5 100%
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ACTIVITY 4.3 Recognising Fractions from Shapes
You need to be able to recognise and name fractions in shapes. This will help you recognise fractions in everyday shapes, such as when cutting a pizza into quarters!
Let’s look at how you ‘read’ fraction shapes.
First, look at how many parts there are: Note how the This shape is split into two equal parts, the bottom number shape is divided of the fraction. into two equal parts. Next, look at how many parts are shaded: One part is shaded, this is the top number of the fraction.
The shaded fraction is one out of the two parts. This is a half, or 1 2
Here are some more examples: This shape is split into four equal parts, the bottom number of the fraction. Three parts are shaded - this is the top number of the fraction. The shaded fraction is three out of the four parts. This is three quarters, or 3 4
This shape is split into ten equal parts, the bottom number of the fraction. Two parts are shaded, this is the top number of the fraction.
The shaded fraction is two out of the ten parts. This is two tenths, or
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ACTIVITY 4.3 Shading Percentages
1 Shade in the percentage of the shape. For example, 20% is 5 which can be shaded in a rectangle as follows:
Percentage Shape
20%
75%
10%
25%
100%
50%
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ACTIVITY 4.3 Shading Percentages - ANSWERS
The percentages have been represented as shaded areas in the shapes below:
Percentage Shape
20%
75%
10%
25%
100%
50%
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ACTIVITY 4.4 Negative Numbers
It’s time for the next space shuttle launch. The countdown starts: But what happens after lift off, after zero?
Let’s look at another example, the weather.
On a cold December night you can watch the thermometer as the temperature drops, as the numbers go down:
2 degrees,1 degree, zero degrees
But what happens to the numbers if it gets even colder?
The temperature and the numbers keep going down!
These numbers below zero are called negative numbers.
A negative number is less than zero.
We write negative numbers like this: negative 2 is the same as -2 The dash is the negative sign. It’s usually written slightly shorter and a little higher up than a normal minus signs. But on the internet and in newspapers you will see it written using a minus sign.
Sometimes negative numbers are called minus numbers, careful you don’t confuse these with subtraction.
Positive numbers You already use positive numbers all the time. But unlike negative numbers you don’t have to put a + sign in front of them. Here are some examples of positive numbers:
346, 689, 1,982
A positive number is more than zero.
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ACTIVITY 4.4 Negative Number Lines
Number Lines A number line is a line on which numbers are represented in ascending order.
0 1 2 3 4 5 6 7 8 9 10 11 12 13
This number line can be extended to the left to represent numbers which are smaller than 0. Such numbers are called negative numbers. A line on which the numbers on both sides of zero are represented is said to be a number line.
-6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 Negative numbers Positive numbers
Positive numbers are represented on the right of the zero and negative numbers are represented on the left of the zero as shown in the above diagram. e.g. –1 (called negative one or minus one) is positioned 1 unit to the left of 0. So, –1 is less than zero. –2 (called negative two or minus two) is 2 less than zero.
Example 1. Write down the temperature information for the following places on a number line and use the minus sign (–) to indicate any temperature that is below zero. a. Toronto (Canada) –14ºC. b. Melbourne (Australia) 30ºC. c. London (UK) –6ºC. d. New Delhi (India) 20ºC.
Solution:
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ACTIVITY 4.4 Reading the Weather
Numbers below 0˚C are called negative numbers.
The ‘larger’ the negative number gets, the colder the weather becomes.
Look at the map and answer the following questions:
1. Which city has the coldest temperature? 2. Which city has the warmest temperature? 3. How many degrees below freezing is Glasgow? 4. How many degrees above freezing is Swansea? 5. Is Aberdeen colder than Glasgow? 6. What is the temperature at which water freezes? 7. Which city is at the temperature that water freezes?
Now check your answers with the answer sheet.
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ACTIVITY 4.4 Reading the Weather - ANSWERS
1. Aberdeen has the coldest temperature. It is seven degrees below freezing, or -7˚C. 2. Plymouth has the warmest temperature. It is 5 degrees above freezing, or 5˚C. 3. Glasgow is 3 degrees below freezing, or -3˚C. 4. Swansea is 4 degrees above freezing, or 4˚C. 5. Aberdeen is -7˚C and Glasgow is -3˚C. So Aberdeen is colder than Glasgow. 6. Water freezes at 0˚C. 7. Water freezes at 0˚C. Newcastle is at 0˚C.
Taking it further: Using the internet or newspapers, find the warmest and coldest daytime temperatures in your home town for yesterday.
Then see if you can find the warmest and coldest places in Britain.
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ACTIVITY 4.4 Find the Difference
Using a vertical number line for finding the difference 8 between positive and negative numbers. 7 8 + 3 1. Find the difference between these numbers: 6 11 a. 8 and -3 (this has been done for you) 8 + 3. 5 4 b. 2 and -2 11. 3 c. 15 and -5. 2 1 2. Find the difference between these temperatures: 0 a. 10°C and -1°C. -1 b. 5°C and -5°C. -2 c. 21°C and -11°C. -3
3. Use the number line to answer these questions: a. The temperature in London is 4°C and the temperature in Edinburgh is -1°C. How much colder is it in Edinburgh than London? b. Yesterday the daytime temperature was 7°C but overnight the temperature fell to -2°C, by how many degrees did the temperature fall? c. The temperature in Manchester is 8°C and the temperature in Moscow is -4°C. How much warmer is it in Manchester? d. The temperature in Elicia’s fridge is 4°C but the temperature in her freezer is -15°C. What is the difference in temperature between her fridge and my freezer? e. The temperature in the morning was -1°C but by midday it had risen to 5°C. What was the rise in temperature?
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ACTIVITY 4.4 Find the Difference -ANSWERS
The number line on the right can be used to check your answers. Put a mark by the first number then count down until you get to the second number.
1. a. difference = 1. b. difference = 4 (2 + 2). c. difference = 20 (15 + 5).
2. a. difference = 11°C (10 + 1). b. difference = 10°C (5 + 5). c. difference = 32°C (21 + 11).
3. a. Edinburgh is 5°C colder (4 + 1). b. It fell by 9°C (7 + 2). c. It is 12°C warmer in Manchester (8 + 4).
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ACTIVITY 4.5 Ratio and Proportion Key Words
Ratio is a way in which quantities can be divided or shared. Example Share £20 between 2 people in a ratio of 3:1. A ratio of 3 + 1 = 4 parts, so the money needs to be divided into 4 parts. 20 ÷ 4 = £5. If 1 person is getting 3 parts they will have 3 × 5 = £15. The other person will have 1 part, £5. Simplest form: ratios can be simplified by findingcommon factors. Direct proportion: ratios are in direct proportion when they increase or decrease in the same ratio. Equivalent ratios: this is when both sides of a ratio can be multiplied or divided by the same number to give an equivalent ratio. Example There are 15 males and 12 females in a group. What is the ratio of males to females? Give your example in its simplest form. So the ratio of males to females is 15:12. However, both sides of the ratio can be divided by 3. Dividing 15 and 12 by 3 gives 5:4. 5:4 is the ratio in its simplest form. 5:4 and 15:12 are equivalent ratios.
Factor The factors of a number are those numbers that divide into it exactly. Example 1 × 12 = 12 2 × 6 = 12 3 × 4 = 12
So the factors of 12 are 1, 2, 3, 4, 6 and 12.
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ACTIVITY 4.5 Understanding Ratio
Ratio is a way of comparing amounts of something. It shows how much bigger one thing is than another. For example:
• use 1 measure of screen wash to 10 measures of water. • use 1 shovel of cement to 3 shovels of sand. • use 3 parts of blue paint to 1 part of white paint.
Ratio is the number of parts to a mix. For example, the paint mix is 4 parts, with 3 parts blue and 1 part white.
The order in which a ratio is stated is important. For example, the ratio of screen wash to water is 1:10. This means that for every 1 measure of screen wash there are 10 measures of water.
Mixing paint in the ratio 3:1 (3 parts blue paint to 1 part white paint) means 3 + 1 = 4 parts in all.
3 1 3 parts blue paint to 1 part white paint = 4 blue paint to 4 white paint.
If the mix is in the right proportions we can say that it is in the correct ratio.
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ACTIVITY 4.5 Ratio: Mixing a Scottish Seasonal Smoothie
Smoothies can be made from all sorts of juices and fruit. Here is a recipe for a smoothie made with seasonal Scottish fruits: • 2 parts yoghurt. • 1 part Scottish rasperries. • 1 part banana (Scottish preferably!). • 1 part semi-skimmed milk. • 1 part ice. • 1 teaspoon Scottish honey. Blend and enjoy! It is up to you how much a “part “ is when making your smoothie.
Answer the following questions using the recipe above: 1. If 1 part of yoghurt is 25ml, how much would be in 2 parts? 2. If 1 part rasperries is 40ml,how much would be in 3 parts? 3. If 1 part milk is 150ml, how much would be in 2.5 parts? 4. If 1 part honey is 5ml, how much would be in 4 parts? 5. If 2 parts yoghurt is 80ml, how much would be in 3.5 parts?
* Other Scottish seasonal recipes can be found at www.wasteawarelovefood.org.uk
ANSWERS: 1. 50ml. 2. 120ml. 3. 375ml. 4. 20ml. 5. 140ml.
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ACTIVITY 4.6 Averages Glossary
Below are some word definitions that may be useful when working with average and range.
Average An average is a value that is typical of a set of numbers. You can compare two sets of numbers by comparing the averages of the sets. For example, you could compare the rents in two areas of town by looking at the average rent in each area.
Range The range is the difference between thehighest value and the lowest value in a set of numbers.
Mean One type of average is called the mean value.
mean value = total amount ÷ number of figures
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ACTIVITY 4.6 Understanding Averages
The average is the ‘middle’ value of the numbers. Finding the average helps in calculations and also makes it possible to compare sets of numbers.
There is more than one type of average. The type used most often is the mean value. When people talk about the average of something, such as average price, average wage or average height, they are usually talking about the mean value.
For example, the average winter temperature over a period of years can be found by finding the mean value for each year and then the mean value for the time scale.
Mean values are also helpful for working out weather patterns, as shown in this graph (above).
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ACTIVITY 4.6 Comparing Mean, Median and Mode
Mean = total divided by the number of figures. Median = middle value when the figures are written in order. Mode = most common figure in the data.
In the following table we have recorded the number of wet days for each month of the year, and we have data for two years, 2000 and 2010.
JAN FEB MAR APR MAY JUN JUL AUG SEP OCT NOV DEC
2000 2 6 4 4 1 2 4 5 6 4 5 7
2010 6 4 6 4 3 19 13 3 4 6 3 3
The first task is to write the figures in order. This is required in order to find the median, and convenient for determining the mode.
Year 2000 1, 2, 2, 4, 4, 4, 4, 5, 5, 6, 6, 7 Year 2010 3, 3, 3, 3, 4, 4, 4, 6, 6, 6, 13, 19
Taking 2010 as an example, there are four months with 3 rainy days, three with 4, three with 6, one with 13 and one with 19. So the mode is 3. If we compare wet days for these two years we could choose to compare using the mean, the median or the mode. Let’s look at he difference between them. We need to know the mean, median and mode for both years. You can work these out yourself if you want to, but to save time here they are:
Mean Median Mode
2000 4.16 4 4
2010 6.16 4 3
In both years the mean is higher than the number of wet days most months had. For 2010 the mean is distorted by two particularly wet months. The median is 4 for both years. So we expect the precipitation to be more or less the same in both years if we use the median values to compare them. We can also use the mode to compare them. 2000 has a mode of 4 and 2010 has a lower value of 3. So going by the mode we expect wet days to be more common in 2000. Which measure do you think is most useful for comparing the years in this case?
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ACTIVITY 4.6 Calculating the Median
Median is the middle value of a set of data. It is shown at the mid-point when a set of numbers is written out in order.
Example 1, Find the median of these numbers. 6, 4, 6, 5, 3.
First put the numbers in order. This makes it easier to find the median. 3, 4, 5, 6, 6.
You can now see that 5 is the middle number. It is halfway along the list. So the median value of this set of data is 5.
Example 2, Find the median value of these numbers. 9, 3, 5, 7, 10, 5.
First put the numbers in order. This makes it easier to find the median. 3, 5, 5, 7, 9, 10.
You can now see that 5 and 7 are in the middle of the list. The median is the exact middle. So here we need a number that’s halfway between 5 and 7. That number is 6. So the median value of this set of numbers is 6.
Notice that you can have a median value that doesn’t appear in the list of data. In the example above, 6 is the median value, but 6 isn’t in the list of numbers given in the question.
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ACTIVITY 4.6 Calculating the Mean
The mean value of a set of figures is calculated by adding up the figures to find the total and then dividing by the number of figures in the set.
mean value = total amount ÷ number of figures
So to find the mean value of 5 numbers add them then divide the answer by 5. To find the mean of 20 numbers add them then divide by 20. Here are two examples:
Example 1 Calculate the mean of 2, 3, and 7. The total of these numbers is 2 + 3 + 7 = 12. There are 3 figures, so divide by3: 12 ÷ 3 = 4. So the mean is 4.
Example 2 Calculate the mean of 16, 13, 21 and 14. The total of these numbers is 16 + 13 + 21 + 14 = 64. There are 4 figures, so divide the total by 4:64 ÷ 4 = 16. So the mean is 16.
Calculating the mode
The mode is the name of another type of average. It is the most common item in a set of data. It’s the number or thing that appears most often.
For example, in a list of peoples’ favourite films the mode would be the most popular choice - the one with most votes.
Example 1 Find the mode of 6, 4, 6, 5, 3, 7, 6. First put the numbers in order. This makes it easier to find the mode. 3, 4, 5, 6, 6, 6, 7. You can see that 6 is the most common number in the list. There are three of them. So 6 is the mode of this set of data.
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ACTIVITY 4.7 Probability
How certain? There are many ways of seeing the world and mathematics is one of them. Mathematics appears to be about answers to definite calculations. But we also can think of events that are not certain in a mathematical way. Consider: • Will the sun shine tomorrow? • Will I recover from an illness? • Will my car break down? • Will I win the lottery? These are questions that we might try to answer. If we do, we would usually give the answer as a probability or likelihood. • In the USA, the weather forecasts tend to give a percentage likelihood for the weather, e.g. there is a 75 percent likelihood that the day will be sunny. • We sometimes write the likelihood as a fraction, there is roughly a 1 in 14 million chance of winning the lottery. • Insurance companies use statistics put together to decide how likely your car will break down so that they can decide what to charge for breakdown insurance. These statistics are put together from information about past car breakdowns, accidents and thefts.
To put numbers to these situations we can: • think about all the things that can happen and attach a number, e.g. when throwing an ordinary six-sided dice. • use statistics, e.g. when looking at past events for car insurance. There are some things it is difficult to put numbers to - and if we do they might be seen as guesses. For example: • Will a business succeed? • Will an author have a best seller? • Will an artist get to number one with their next release? What information might be involved in thinking about the likelihood of the above happening?
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ACTIVITY 4.7 What is Probability?
Probability is about the chance of something happening. When we talk about how probable something is we say things like ‘unlikely’, ‘probably’, ‘even chance’, ‘almost definitely’ and ‘100% certain’. All these are ways of talking about probability.
How can we use numbers to describe probabilities? The first step is the probability scale.
Probability scale We can put things in order from the most certain to the most impossible. You can do this on the probability scale. The probability scale is a line with impossible things at one end and definite things at the other end. Here is an example:
• Winning the lottery is possible, but not very likely. So it goes close to ‘impossible’ on the scale. • It will probably snow next winter, but it is not certain. So that goes near to ‘certain’, but not too close. • Getting heads when you toss is exactly half way between ‘impossible’ and ‘certain’. Getting tails is equally likely. They both have the same probability.
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ACTIVITY 4.7 Ordering Chances
Decide whether the following can be described as: certain, likely, unlikely, impossible.
The chance that it will snow in the UK in July.
The chance of tossing a coin and getting tails.
The chance of throwing a six with an ordinary dice.
The chance that house prices will rise over the next five years.
The chance that sun will rise in the morning.
The chance that the Earth has been visited by intelligent alien life forms.
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ACTIVITY 4.8 Imperial and Metric Measurement
In Britain we use a mixture of imperial and metric measurements. Imperial measurements are the old measurements, such as feet, inches, ounces and gallons.
Length We often use miles to measure long distances on the roads. In the rest of Europe, kilometres are used. A road sign of 50 on roads in Britain means that the speed limit on that road is 50 miles per hour (mph). 50 When we talk about our height, it’s usually in feet and inches. But we sometimes give it in metres - in a passport, for example. • 1 mile is longer than 1 kilometre (50 miles is equal to 80 kilometres). • 1 yard is just over a metre.
Weight Old recipe books usually give ingredients in the imperial measurement pounds (lb) and ounces (oz). But modern recipe books often give ingredients in grams (or in both grams and pounds and ounces).
We usually give our body weight in Britain in stones and pounds. But we weigh our luggage at the airport in kilograms (kg). • 1 ounce (oz) is about 28 grams (g). • 1 pound (lb) is less than half a kilogram (kg).
Capacity We used to buy petrol in the imperial measurement gallons. Now we buy petrol in litres. When Britain changed from imperial to metric measurements beer and milk were still sold in pints. • 1 pint is just over half a litre. • 1 litre is about a quarter of a gallon.
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ACTIVITY 4.8 Metric and Imperial Conversions
LENGTH Imperial measures 12 inches (ins) = 1 foot (ft.) 3 feet = 1 yard (yd) 1760 yards = 1 mile
Metric measures 10 millimetres (mm) = 1 centimetre (cm) 100 centimetres = 1 metre (m) 1000 metres =1 Kilometre (km)
Approximate conversions 2.5 cm = 1 inch 1 metre = 39.3 inches 1 kilometre = 0.62 miles
Remember - Kilo means one thousand kilometre = 1 000 metres Centi means one hundredth centimetre = 1/100 metre Milli means thousandth millimetre = 1/1000 metre
WEIGHT Imperial measures 16 ounces (oz) = 1 pound (1lb) 14 pounds = 1 stone (st.) 112 pounds = 1 hundredweight (cwt) 20 hundredweights = 1 ton
Metric measures 1000 milligrams (mg) = 1 gram (or gramme) 1000 grams (g) = 1 kilogram (kg) 1000 kilograms = 1 tonne (t)
Approximate conversions 1 kilogram = 2.2 pounds 100 grams = 3.5 ounces 1 ounce = 28 grams 1 pound = 454 grams
Capacity (approximate) 1 litre = 1.76 pints 1 gallon = 4.54 litres 1 fluid ounce = 0.02 litres
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ACTIVITY 4.8 Converting between Imperial and Metric Measurements
Most of the industrial world (around 90%) uses metric measurements. The UK now officially uses metric measurements for most things but imperial measures are still widely used. Imperial measurements have been used in Britain for hundreds of years. In the USA measurements with the same names as the UK imperial system are nearly always used. The amounts are slightly different in many cases - e.g. the UK pint is about 20% more than the US pint. Imperial and metric measurements are examples of standard measurements.
Some examples are given below. Can you think of any more?
It’s useful to know the rough conversions between imperial and metric measurements. A guide is shown below:
Imperial Metric 1 inch about 2.5cm 1 foot 30cm 1 yard almost 1m 1 mile just over 1.5km 1 ounce about 30g 1 pound about half a kg 1 stone about 6.5kg 1 pint just over half a litre 1 gallon about 4.5 litres
It’s also helpful to know equivalencies within the imperial system: • 12 inches in a foot. • 16oz in a pound. • 14lb in a stone. • 8 pints in a gallon. • 32°F is 0°C.
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ACTIVITY 4.8 Converting between Metric Units of Weight
Converting between metric units involves multiplying or dividing by 10, 100 or 1,000.
Example 1: kg to g. A box weighs 1.25 kg. How many grams is that? You’re going from a larger unit (kg) to a smaller one (g). The number of grams will be more than the number of kg. So it will be a multiplication calculation.
One kilogram is the same as 1,000 grams. So you need to multiply by 1,000. 1.25 ×1,000 = 1,250. So the box weighs 1,250 grams.
1,000mg = 1g 1,000g = 1kg
Example 2: mg to g. What’s 2,500mg in g? You’re going from a smaller unit (mg) to a larger one (g). The number of grams will be less than the number of mg. So it will be a division calculation. One gram is the same as 1,000 milligrams. So you need to divide by 1,000. 2,500 ÷ 1,000 = 2.5.
So 2,500mg is equal to 2.5g.
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ACTIVITY 4.8 Imperial and Metric: Matching Activity
Here is a guide to some approximate conversions of imperial and metric measurements:
Imperial Metric 1 inch about 2.5cm 1 foot 30cm 1 yard almost 1m 1 mile just over 1.5km 1 ounce about 30g 1 pound about half a kg 1 stone about 6.5kg 1 pint just over half a litre 1 gallon about 4.5litres
Match the measurements below (to closest value)
Imperial Metric
5 yards 60 centimetres
10 pounds 180 centimetres
6 feet 5 kilograms
10 stone 5 metres
100 ounces 3 kilograms
24 inches 65 kilograms
ANSWERS: 5 yards - 5 metres 10 pounds - 5 kilograms 6 feet - 180cm 10 stone - 65kg 100 ounces - 3kg 24 inches - 60cm
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ACTIVITY 4.8 Measuring Lengths Key Words
length The measurement of something from one end to the other. Words like width, distance, height, diameter and thickness also involve finding a length.
millimetre/mm Unit for measuring tiny lengths - for example, the thickness of cardboard one thousandth of a metre. mm is the abbreviation.
centimetre/cm Unit for measuring small lengths - for example, the length of a pencil one hundredth of a metre. cm is the abbreviation.
metre/m Unit for measuring long lengths - for example, the width of a room. m is the abbreviation.
kilometre/km Unit for measuring longer lengths - for example, distances. It means ‘one thousand metres’. km is the abbreviation.
measuring You use measuring instruments to measure length. instrument Tape measure, ruler and trundle wheel are types of measuring instrument.
scale All measuring instruments have a scale. You read off the markers on a scale to find the length of objects.
division The individual markers on scales. For example, a 30-cm ruler will be divided into marked centimetre and unmarked millimetre divisions.
Tip Have you noticed the similar prefixes on some words? Here are their meanings: • millimetre - the prefix milli means one thousand. • millimetre - one thousandth of a metre. • centimetre - the prefix centi means one hundredth. • centimetre - one hundredth of a metre. • kilometre - the prefix kilo means one thousand. • kilometre - one thousand metres.
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ACTIVITY 4.8 Measuring Lengths
How long is this nail?
The distance between one end of the nail and the other is 3cm. This is the length of the nail.
You measure length all the time. For example: • the thickness of some loft insulation is 370mm. • the length of your pencil is 14cm. • the width of your bedroom is 2m. • the distance from your house to the train station is 3km. Did you notice that you can use different words, like width or distance, to describe the same thing - length?
Did you also notice the different units of measurement? Here’s a reminder of the metric units for length:
Abbreviation Full form Meaning Equivalent mm millimetre one thousandth of a metre 10mm = 1cm 1,000mm = 1m cm centimetre one hundredth of a metre 100cm = 1m m metre 1,000m = 1km km kilometre one thousand metres 1,000m = 1km
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ACTIVITY 4.8 Estimating Length
Mathematical goals This session is designed to help learners to: • understand the importance of using zero as a place-holder, and to notice the effect of leaving it out; • use decimals to estimate the lengths of everyday objects; • encourage the correct verbalisation of decimals; • begin to explore the effects of multiplying and dividing decimal numbers by powers of 10.
Materials required For each pair or small group of leanrers you will need a copy of: • Card set A - Objects; • Card set B - Measurements. For each learner you will need: • calculator. List the answers on the board. This produces a table like this:
Metres Rough size 10000m about 6 miles 1000m just over 1/2 mile 100m sprint 10m distance across this room 1m distance from nose to finger tip 0.1m width of hand 0.01m width of little finger 0.001m diameter of this blob • 0.0001m hair’s breadth
Explain that, as we move up and down the list, we are multiplying and dividing lengths by 10. If you wish, you can introduce the index notation at this point. Discuss the relationship between the lengths of objects in the list: How long is this room in hand widths? How far is 6 miles in hand widths?
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ACTIVITY 4.8 Estimating Length
Explain the relative significance of the decimal places: Sar ah is 1.6321 metres tall. Is this a reasonable statement? Why? Think of 1.6321 metres as ‘One nose to finger tip + 6 hand widths + 3 finger widths + 2 full stops + 1 hair’s breadth.’ How would this number change if she put high heels on? ... if she flattened her hair slightly. ... if she sat down?
The examples can now be used to estimate the lengths of other real-life objects. Ask learners to name objects that are, for example, 0.02 metres long (about two finger widths) or 0.005 metres long (about the length of five full-stops placed side by side) and so on.
Working in groups Each pair or small group of learners will need Card set A - Objects and Card set B - Measurements. Ask learners to match the objects to the corresponding measurements.
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ACTIVITY 4.8 Estimating Length
Wingspan of an airline Length of a stapler Height of a door
Length of a truck Height of a mountain Diameter of the eye of a red ant
Height of a skyscraper Height of a desk Length of a telephone
Thickness of thumb Distance from Earth Distance between two to moon further places on Earth
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ACTIVITY 4.8 Estimating Length
0.2m 0.02m 20 000 000m
400m 0.8m 400 000 000m
8 000m 0.0001m 40m
10m 2m 0.1m
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ACTIVITY 4.8 Weight Key Words
weight The measurement of how heavy something is
milligram/mg Unit for measuring very small weights such as the content of vitamins or tablets. mg is the abbreviation for milligram. A milligram is a thousandth of a gram.
gram/g Unit for measuring small weights, such as in cooking. g is the abbreviation for gram. A gram is a thousandth of a kilogram.
kilogram/kilo/kg Unit for measuring large weights - for example, a person. kilo and kg are abbreviations for kilogram.
tonne/t Unit for measuring very large weights - for example, a lorry. t is the abbreviation for tonne. Note: the spelling is different from an imperial ton - however, they are approximately the same weight.
measuring You use measuring instruments to measure weight. instrument Kitchen scales and bathroom scales are types of measuring instrument.
scale All measuring instruments have a scale. You read off the markers on a scale to find the weight of objects.
division The individual markers on scales. For example, kitchen scales may show up to 5kg and will be divided into marked 500g and unmarked 100g divisions.
Tip Have you noticed the similar prefixes on some words? Here are their meanings: • milligram - the prefix milli means one thousandth • milligram - one thousandth of a gram • kilometre - the prefix kilo means one thousand • kilogram - one thousand grams
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ACTIVITY 4.8 What is Capacity?
Capacity is the measure of how much space there is available to hold something.
For example, we talk about the capacity of: • a jug. • a petrol tank. • a bucket. • a swimming pool. Capacity is the amount a container can hold.
What units do we use to measure capacity? We usually use metric units to measure capacity. These are millilitres and litres. Millilitre means one thousandth of a litre. There are one thousand millilitres in a litre. Millilitre can be shortened to ml. Litre can be shortened to l.
1,000 millilitres = 1 litre 1,000ml = 1l
You can find lots of examples of a litre when you go shopping. For example:
We use millilitres to measure smaller amounts. For example:
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ACTIVITY 4.8 Reading Scales to Measure Volume
This jug measures 1 litre. Each division represents 100ml.
1. Write down the amount (in ml) shown by each arrow.
a.
b.
c.
d.
2. Write down the amount (in ml) shown by each arrow.
a.
b.
c.
ANSWERS: 1a. 900ml b. 600ml c. 300ml d. 100ml 2a. 750ml b. 450ml c. 150ml
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ACTIVITY 4.8 Reading Scales to Measure Capacity
When you’re measuring liquid you have to read scales.
First, look to see what the unit of measurement is. Is the scale in millilitres (ml), centilitres (cl) or litres (l)?
This scale is in millilitres This scale is in litres
Next, look to see what divisions on the scales are labelled. Look at the scale on this jug. Can you see how only some of the divisions on the scale are labelled? You might need to estimate when reading off the scale. The short line is half way between the 200 and 400ml labels so it must indicate 300ml. Here, the level of liquid is about half way between this short line and the 400ml label so you could estimate there is 350ml of milk in the jug.
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ACTIVITY 4.9 Types of Thermometer
Temperature is measured using a thermometer. There are different types of thermometers such as a medical or clinical thermometer, which is used to measure somebody’s body temperature. A room thermometer would be used to take the indoor temperature of a room. A gardener might use a weather thermometer to give the outdoor temperature. A cooking thermometer is sometimes used when cooking meat to ensure the temperature inside the food is safe. When cooking sugar, cooking thermometers are used to determine whether or not the temperature is high enough. In Britain we usually give the temperature in degrees centigrade or Celsius °C. The unit used in some countries, such as the USA, is degrees Fahrenheit °F. Cooking instructions for American recipes sometimes give the oven temperature in degrees Fahrenheit.
Thermometers may be digital or have a scale. The illustration (above) is an example of a digital clinical thermometer that reads 37.5°C.
The photograph (above) shows a digital room thermometer reading 21°C. The scale on the thermometer would be different depending on the temperature being measured. A clinical thermometer might have temperatures from 35°C to 40°C. A room thermometer might have temperatures from around 10°C to 50°C. The outside temperature in Britain on a very cold day might be as low as -10°C and on a very hot day might read 30°C. When the temperature is very low (below about 5°C), it’s cold enough for snow. Water freezes at 0°C, which is when ice forms. A cooking thermometer could have temperatures from 40°C to 200°C. A sugar thermometer can be used when making fudge to make sure the ingredients have reached 118°C.
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ACTIVITY 4.9 Introduction to Temperature
1. Which of these two thermometers is showing a temperature of 8°C?
2. The weather forecast for Scotland was a temperature of 2°C. Show this reading on diagram C.
3. The temperature outside Sven’s house was -10°C. Show this reading on diagram D.
4. Sue bought a houseplant. The label said ‘Prefers a temperature below 20°C’. Is this thermometer showing a suitable temperature?
5. Jim’s packet of frozen food reads ‘store below -12°C’. Is this thermometer showing a suitable temperature?
Now check your answers with the answer sheet.
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ACTIVITY 4.9 Introduction to Temperature - ANSWERS
1. The correct temperature is shown on thermometer B. Thermometer A is showing a temperature of 9°C.
2. 3.
4. No. The temperature is 26°C, which is too high.
5. No. The thermometer is showing a temperature of -8°C, which is too high.
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ACTIVITY 4.9 Temperature: Celsius and Fahrenheit
What one person thinks is a very hot day, another may find pleasantly warm. It depends what you’ve used to.
That’s why we measure temperature using a thermometer, rather than just saying ‘It’s hot’ or ‘It’s cold’.
There are two main system for measuring temperature:
Boiling point of Boiling water The Celsius or point of The Fahrenheit scale centigrade scale was developed by 100 water °C takes its name Gabriel Fahrenheit 212°F from the Swedish in 1724 and has astronomer Anders more calibrations Celsius, who first than the Celsius described it in 1742. scale. Water freezes It is based on the at 32°F and boils at Freezing freezing point of 212°F. point of water (0°C) and Freezing water boiling point of point of water (100°C). 0°C water 32°F
Celsius Fahrenheit
Although the Celsius scale is most commonly used, we still often refer to the Fahrenheit scale when we talk about daily temperature.
Look at this graph of temperatures in London and Crete during the holiday season, which gives the average monthly temperatures in Fahrenheit (°F) and Celsius (°C):
°F °C 90 32 80 27 70 21 60 16 50 10 40 4 30 0 April May June July Aug Sept Oct
CRETE LONDON
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ACTIVITY 4.9 Understanding Temperature
1. Which temperature scale do we use in Britain, °C or °F?
2. What different sorts of thermometers do you know about? Give at least three examples.
3. This thermometer only goes from 35°C to 40°C, what do you think it measures?
4. The table below shows the temperature in Britain and Jamaica over a year:
Month Average Average temperature °C temperature °C Britain Jamaica
January 3 30 February 4 29 March 7 30 April 9 31 May 12 31 June 17 32 July 18 32 August 20 33 September 17 32 October 11 32 November 8 31 December 2 31
a. What is the difference between the temperature in Jamaica and Britain in August?
b. What is the difference between the temperature in Jamaica and Britain in December?
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ACTIVITY 4.9 Temperature
Label the following temperatures on the thermometer: -20oC, 100oC, 0oC, 50oC, 30oC -30oF, 100oF, 170oF, 0 oF, 30oF, 210oF
oF oC 220 100 200
180 80 160
140 60
120
100 40
80 20 60
40 0 20
0 -20
-20
-40 -40
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ACTIVITY 4.9 Comparing Celsius and Fahrenheit
Use the conversion table to answer the questions below:
°C °F -10 14 -5 23 0 32 10 50 20 68 30 86 40 104
1. Which is warmer, 30°C or 30°F?
2. What is 25°C in Fahrenheit? Is it about 5°F or about 80°F?
3. Which is colder 10°F or 10°C?
4. Dave is looking at holiday brochures. He wants a comfortable temperature of about 20°C. He should choose a place where the temperature is about 70°F. True or False?
5. Ivan is used to temperatures of about 60°F at home. This is about 15°C. True or False?
6. Tom says that 30°C is about 90°F and Zita says it is about 0°F. Who is correct?
7. Jed was told to put some containers in one of the cold stores at work. The labels read: ‘Store below -5°C’. There are two store rooms. One is kept at 15°F and one at 25°F. Which one should he choose?
8. Sue’s houseplant needs to be kept at a temperature above 50°F. Her room is at 15°C. Is this warm enough?
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ACTIVITY 4.9 Comparing Celsius and Fahrenheit - ANSWERS
1. The table shows that 30°C is about 86°F, which is warmer than 30°F.
2. 25°C is about halfway between 20°C and 30°C, which the table gives as 68°F and 86°F. 25°C will be about halfway between these two temperatures. So it’s about 80°F.
3. The table shows that 10°C is 50°F. 10°F is colder than that. So 10°F is colder than 10°C.
4. True. The table shows that 20°C is 68°F. This is close to 70°F. So it’s close to the temperature he wants.
5. True. Look down the °F column of the table. 60°F is not there but 50°F and 68°F are there. 60°F is about halfway between these two. So it’s roughly halfway between the temperatures they match up to. So it’s about halfway between 10°C and 20°C. So it’s about 15°C.
6. Tom is right. Zita has looked in the wrong column. The table shows that 30°C is 86°F, which is about 90°F.
7. 25°F is warmer than 23°F and the table shows that 23°F is -5°C. So 25°F is warmer than -5°C. That one is slightly too warm. The other one is 15°F, which is less than 23°F, so it’s less than -5°C. The store at 15°F is cold enough.
8. Yes. The plant needs 50°F and the table tells us this is 10°C. 15°C is above that so Sue’s room is warm enough.
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ACTIVITY 4.10 Graphs and Charts - Bar Charts
A bar chart is used to show ‘how many of each thing’, a pie chart is used to show ‘ what share of the total’, a line graph is used to show changes in a commodity over time. You can display information in the form of a bar chart. Bar charts show data in a visual and easy to read way.
Survey of items recycled by people in Blair Street in one day
Type of item recycled Tally Frequency Bottles IIII IIII II 12 Cans IIII I 6 Paper IIII II 7 Plastic IIII 4 Other I 1
Below are the results of the survey of ‘items recycled by people in Blair Street in one day’ shown as a bar chart:
Survey of items recycled by people in Blair Street 14 12 10 8 6 recycled 4
Number of items 2 0 Bottles Cans Paper Plastic Other Types of items recycled
• A bar chart needs a title. The title tells you what the bar chart is about. In this example the title is ‘Survey of items recycled by people in Blair Street’. • The horizontal axis is the line which goes along the bottom of the chart. It should have a label. Here the horizontal axis is labelled ‘Types of items recycled’. Each of the bars should also be named, for example here they are labelled ‘cans’, ‘bottles’ etc. • The vertical axis is the line which goes up the left hand side of the chart. It too should be labelled, in this case the label is ‘Items recycled’.
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ACTIVITY 4.10 Reading Bar Charts
To read the bar chart below you need to look at the scale on the vertical axis and then read across to the top of each bar.
Survey of items recycled by people in Blair Street
Type of item recycled Tally Frequency Bottles IIII IIII II 12 Cans IIII I 6 Paper IIII II 7 Plastic IIII 4 Other I 1
In this bar chart each bar is labelled and you can read that: • 12 bottles recycled. • 6 cans recycled. • 7 papers recycled. • 4 plastic items recycled. • 1 other item recycled. If your bar chart does not have lines like those in the above example, then you may need to use a ruler to help you read across to the scale. Did you notice the marks on the scale? The difference between each mark on the scale is 2, so we say the scale goes up in divisions of 2. Can you see that the ‘paper’ bar is half way between divisions? So, the number of people who recycle paper is halfway between 6 and 8, which is 7. Sometimes bar charts can be shown with horizontal bars. In this case, you will need to check the length and not the height of the bars in order to read the scale.
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ACTIVITY 4.10 Interpreting a Bar Chart
The bar chart below does not have a title and other important information is missing:
20 18 16 14 12 10 8 6 4 2 0
Use your imagination and knowledge of bar charts to help make sense of this example. You will need to think of a suitable title that explains what the bar chart is all about.
You will also need to label the horizontal and vertical axes and add a key to show what each coloured bar means.
If you can, discuss your ideas with someone who can check that your bar chart now makes sense.
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ACTIVITY 4.10 Creating a Bar Chart
Using the tally chart below, create a bar chart that shows the goals scored by players in the Hornets football team.
Survey of bottles recycled by Dan in a week
Type of item recycled Tally Frequency Plastic bottles IIII III 8 Clear glass IIII 4 Brown glass III 3 Green glass IIII 5 Total 20
Remember your chart will need: • title. • labels along the horizontal axis. • label on the vertical axis. • suitable scale. • to look good - you may want to use colour to make the bars stand out or make sure that you use a ruler to draw the bars.
Chart of bottles recycled by Dan in a week 10
8
6
4
2
Number of bottles 0 Plastic Clear Brown Green Types of bottles recycled
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ACTIVITY 4.10 Reading Scales
To draw or read a bar chart correctly, you need to be able to understand the scale. This means that you need to know what each of the numbered divisions stands for. For example, on the bar chart below each division on the vertical axis represents how one person travelled to work:
How 20 people travelled to work on 1st December 10
8
6
4
2 Number of people 0 Work Public Motorbike Car Bicycle Transport Method of travel
On the next bar chart the scale is different. More people were surveyed and each division now represents 2 people. Therefore this bar chart shows that 15 people used public transport and 5 people cycled to work.
How 40 people travelled to work on 1st December
16 14 12 10 8 6 4 2
Number of people 0 Work Public Motorbike Car Bicycle Transport
Method of travel
Even larger surveys may use a different scale. For example, each division could represent 5, 10 or even more people. Make sure you check the scale carefully when reading information on a bar chart.
Example: how many people travelled to work by car?
Read across from the top of the column labelled car - 12 people travelled by car.
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ACTIVITY 4.10 Extracting and Interpreting Data from Line Graphs
Here is an example of a line graph showing temperature in °C plotted over a week.
Temperature of a person over a week
Extracting data requires being able to read information from the line graph.
For example, if asked to find the temperature on Wednesday then start at the point for Wednesday on the horizontal axis, go straight up until you find the point on the line for Wednesday and then across to the vertical axis, giving a reading of 37.5°C.
Interpreting data requires you to understand the information you are getting from the graph and be able to say what it means.
For example, you might be asked to find the highest temperature shown on the graph, so you will need to find the highest point on the graph and read the temperature at that point (about 38.4°C in the graph above).
You might be asked to find out when the persons temperature starts to fall. In this case you will need to look at what is happening to the line - it starts by going up meaning that the temperature is going up or rising, until Monday. After Monday the line starts going down, meaning that the temperature is going down or falling.
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ACTIVITY 4.10 Interpreting Line Graphs
The line graph shows temperatures over the year in Jamaica.
Use the graph to answer the questions below. 1. Which month had the highest temperature? 2. Which month had the lowest temperature? 3. What is the difference in temperature between February and May? 4. How many months have a temperature higher than 30°C? 5. What is the range of temperatures in Jamaica over the year? 6. Would you expect the temperature range in the UK to be similar or different? Explain your answer.
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ACTIVITY 4.10 Interpreting Line Graphs - ANSWERS
1. August 2. February 3. 3°C (32 - 29) 4. Nine (all except January, February and March) 5. 4°C (33 - 29) 6. I would expect the temperature range in the UK to be much bigger as it is quite cold in winter and quite warm in summer. The average highest temperatures in the UK might range from about 8 - 23°C (a mathematical range of 15°).
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ACTIVITY 4.10 Pie Charts
Information in newspapers, magazines and leaflets may be displayed as pie charts.
A pie chart is a good way of displaying data as it is easy to compare the segments. Look at this pie chart that shows why people are in debt.
Note • A pie chart is difficult to read if it has more than six slices. • It may be difficult to compare slices when they are very similar in size.
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ACTIVITY 4.10 Reading Pie Charts
This pie chart shows time spent reading each day. Use it to answer questions 1 - 3.
1. Are people more likely to read fiction or a magazine? 2. Which two types of reading are more popular than the internet? 3. What type of reading takes the smallest amount of time per day?
This pie chart shows time spent with doctors. Use it to answer questions 4 - 7.
4. Which two countries give their patients the most time? 5. Which two countries give their patients the least time? 6. How is the UK sector shown? 7. Which country gives their patients about the same amount of time as the UK?
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ACTIVITY 4.10 Reading Pie Charts - ANSWERS
This pie chart shows time spent reading each day. Use it to answer questions 1-3. 1. The sector for fiction is larger than the one for magazines so, yes people are more likely to read fiction than a magazine. 2. Newspapers and fiction are more popular than reading the internet. We can see this as their sectors are larger than the one for the internet. 3. The smallest sector is for reference books so the least amount of time must be spent reading these. 4. The two biggest sectors tell us which countries give their patients the most time. They are Switzerland and Belgium. 5. The two smallest sectors tell us which two countries give their patients the least time. They are Spain and Germany.
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ACTIVITY 4.11 Understanding Formulas
The word ‘formula’ is used in different ways. For example: • formula 1 motor racing. • baby-milk formula. • chemical formulas (eg H2O, CO2).
In maths the word ‘formula’ refers to a rule for working something out. For example: Area of a rectangle = length × width
This can be written using letters to stand for the quantities: A (area) = l × w (length × width) width 3cm Area = 8 × 3 = 24 cm2
length 8cm.
Or an equation can be used to show the relationship between different quantities. For example: 5 miles is approximately the same as 8 kilometres The number of miles ≈ 5 × the number of kilometres. 8 (NOTE: ≈ means ‘approximately equal to’.)
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ACTIVITY 4.12 Using an Atlas Index
To find a place in an atlas, you would look up the name in the INDEX (usually at the back of the atlas). If you were looking for Temuco in a world atlas, it would be in listed in alphabetical order e.g. The MAP REFERENCE for Temuco is Tasmania 39 D5 29 C5 Taurus Mts. 16 E3 Tbilisi 23 A2 Tegucigalpa 25 G6 Tehran 22 E4 The page in The letter Tel Aviv 22 B3 the atlas you and number Temuco 29 C5 will find the show the Tennessee river 24 E6 map. region on the map where So in this example, on page 22 of atlas the map has a row of letters you will find at the top and bottom and a series of numbers at the sides. Temuco.
A B C D E
5 5
4 4
3 3
2 2
1 1
A B C D E
Temuco will be found in the map region C5
ACTIVITY: Use an atlas index to find the following places. Write down the map references. 1. Amsterdam 2. Islay 3. New Orleans 4. Dhaka 5. Atacama Desert 6. Christchurch (New Zealand) 7. Nuuk
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ACTIVITY 4.13 Using Distance Tables
Most road atlases include a distance chart, which gives distances between the main towns. This can be very useful when you’re planning a journey if you don’t have satellite navigation. You take figures from the chart rather than having to take measurements.
If your town or village is not in the chart you use the figures given for a nearby town. Here’s part of a chart giving distances in miles.
Bristol 42 Cardiff 230 249 Hull 212 230 60 Leeds 191 210 122 69 Preston 224 243 38 24 96 York
Example 1 Sam wants to find the distance between Bristol and Preston. She looks for the number where the Bristol column meets the row for Preston. The arrow shows that the distance is 191 miles.
Example 2 Zak is travelling from Cardiff to Leeds and then on to York. He wants to know how long the journey will be. So he looks for the number in the Cardiff column where it meets the Leeds row, which is 230 miles. Then he looks for the number in the Leeds column where it meets the York row, which is 24 miles. So his total journey will be 230 miles + 24 miles, so a total of 254 miles.
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ACTIVITY 4.13 Using Scales
In the UK we measure and signpost distances between towns using miles. In Europe they use kilometres, or km.
If you’re planning a journey you may need to use a road map to work out the distance you’ll travel. There will be a scale on the map so that you can take measurements and convert them into distances.
Remember that, because roads twist and turn, the answers you get will be estimates rather than accurate figures.
Hector uses a map to work out the distances from his home in Afton to nearby villages. He uses a ruler to find measurements to the nearest cm.
Here are his calculations:
Coburn 5cm
Afton 3cm
Beelby
4cm Scale: 1cm = 4 miles Dingle
The scale tells him that 1 cm = 4 miles, so he has to multiply each measurement by 4.
On the map the distance between Afton and Beelby is 3 cm. 4 × 3 = 12. So the actual distance between the two villages is 12 miles.
On the map the distance between Afton and Coburn is 5cm. 4 × 5 = 20. So the actual distance between the two villages is 20 miles.
Some journeys will take him through other villages on the way. For example, if he wants to go from Afton to Dingle he’ll have to pass through Beelby. To find out how long the journey is he must add the distance from Afton to Beelby - 3 cm - to the distance between Beelby and Dingle - 4cm. 3 + 4 = 7, then multiply by the total by 4. 4 × 7 = 28. So the actual distance between Afton to Dingle via Beelby is 28 miles
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ACTIVITY 4.14 Outline map of Scotland
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ACTIVITY 4.14 ThermometerThermometer
°F °C 120 50
11 0 40 100
90 30 80
70 20 60
50 10
40
30 0
20 –10 10
0 –20 –10
– 20 –30
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ACTIVITY 4.14 Number Lines
Blank Number Line Blank Number Line with Tenths
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Places of Interest to Visit
Whitelees Windfarm Cruachan Power Station Longannet Coal Power Station Galloway Hydro Educational Resource Centre Pitlochry Hydro Electric Plant and Fish Ladder Torness Nuclear Power Station Islay Limpet Glasgow Science Centre Dynamic Earth Edinburgh Dundee Science Centre Satrosphere Aberdeen Riverside Museum National Museum of Rural Life James Hutton Institute Hidden Gardens Construction Skills Academy Glasgow Power of Now A list of Useful Websites
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Places of Interest to Visit Longannet Coal Power Station The Longannet visitor centre explains, through a host of interactive displays, how electricity is produced and covers the entire process from coal mining to the transmission of electricity and the Whitelees Windfarm disposal of ash. There are also sections Whitelee Windfarm is Europe’s largest on the environment and ScottishPower’s windfarm. It has 140 turbines which can renewable energy operations. Station generate 322MW of electricity, enough tours (9+years) on request. to power 180,000 homes. Entry to the Longannet Power Station, windfarm and visitor centre is free. The Kincardine on forth Glasgow science centre manage the Fife, FK104AA science workshops/exhibits and café Tel: 01259 730631 facilities. You can visit the windfarm area on foot or by bus. Galloway Hydro Educational Whitelee Windfarm Visitor Centre, Resource Centre Moor Road (B764) At Tongland Power Station, just outside Eaglesham Kirkcudbright, we have established a free Glasgow, G76 0QQ, Educational Resource Centre to provide Tel: 0845 270 0798 education and information on hydro- www.whiteleewindfarm.co.uk electric power, environmental and public safety issues for local schools and other Cruachan Power Station relevant groups. Your visit will commence Cruachan Power Station is one of the with a short introductory video on hydro- country’s most amazing engineering electric power and water safety followed achievements: It is the world’s first high by a tour of the visitor centre, control room head reversible pumped storage hydro and the turbine hall. You will then scheme and at its centre lies a massive be required to use your own transport to cavern, high enough to house the Tower travel about 1.5km by public road to the of London. The visitor centre houses the dam. Here your guided tour will continue free exhibition area and is the starting across the dam incorporating a view of point of the guided tour. Visitors arriving the reservoir, tunnel intake, floodgates by bicycle or local public transport will and fish ladder. gain free entry. To book your visit at Tongland Power Cruachan Hydro Electric Plant Station please contact: Cruachan Visitor Centre ScottishPower Dalmally Galloway Hydro Electric Scheme Argyll, PA33 1AN, Glenlee Power Station Tel: 01866 822618 New Galloway www.visitcruachan.co.uk Castle Douglas, DG7 3SF Tel: 01644 430238 Email: [email protected]
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Torness Nuclear Power Station British Energy, Torness Power Station, Torness, Dunbar, East Lothian, EH42 1QS. The visitor centre is temporarily closed Pitlochry Hydro Electric Plant however visits to and outreach talks about and Fish Ladder the power station can be organized by In the visitor centre, you can see how the contacting Ashleigh Dickson hydro generation schemes were built and Tel: +44 (0)1368 873 847 how SSE has developed its generation portfolio over the past 60 years. Situated Islay Limpet within picturesque Pitlochry Power Station, This is the world’s first commercial wave the Centre features interactive exhibits power device connected to the United tracing the history of hydro generation in Kingdom’s National Grid. It is located at Scotland. Pitlochry Dam is home to the Claddach Farm on the Rhinns of Islay[1] famous Salmon Ladder where the fish may on the Scottish island of Islay. Islay LIMPET be seen in the viewing chamber during (Land Installed Marine Power Energy their ascent past Pitlochry Dam. Transmitter) was developed by Wavegen in Pitlochry Power Station cooperation with Queen’s University Belfast. Pitlochry For details of how to visit please Perth and Kinross, PH16 5ND contact wavegen Tel: 44 (0) 1796 473 152. www.wavegen.co.uk. Future sites of interest: Orkney wave generated power
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Science Centres
Dundee Science Centre Dundee Science Centre’s vision is a culture of curiosity, confidence and engagement with science for the whole community. Glasgow Science Centre Greenmarket Glasgow Science Centre is one of Dundee, Angus DD1 4QB Scotland’s must-see visitor attractions Tel: 01382 228800 - presenting concepts of science and www.sensation.org.uk technology in unique and inspiring ways. Outreach events are also available. 50 Pacific Quay Glasgow, G51 1EA Tel: 0141420 5000 www.gsc.org.uk Satrosphere Aberdeen Satrosphere is Scotland’s first science and discovery centre. Interactive, hands-on exhibits and live science shows help our visitors of all ages discover more about the world around Dynamic Earth Edinburgh them and the science of how things work. Our Dynamic Earth takes you on a journey Satrosphere Science Centre through our planet’s past, present and The Tramsheds future, with interactive exhibits and 179 Constitution Street impressive technology, including a 4D Aberdeen, AB24 5TU and 3D experience. Tel: 01224 640340 Holyrood Rd www.satrosphere.net Edinburgh, EH8 8AS Tel: 0131 550 7800 www.dynamicearth.co.uk
Museums: Riverside Museum National Museum of Rural Life Scotland’s Museum of Transport And Travel Wester Kittochside 100 Pointhouse Place Philipshill Road Glasgow, G3 8RS East Kilbride, G76 9HR Tel: 0141 287 2720 Tel: 0300 123 6789 Email: [email protected]
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Other Places of Interest
James Hutton Institute The Living Field Community Garden in Dundee is a crop and habitat demonstration garden which contains information about arable wildflowers, the environment, habitats, plant care and crop experiments. The garden is part of Power of Now The James Hutton Institute’s Science Stroll Our exhibition centre aims to educate and is freely open to the public during both young and old about the benefits daylight hours. of renewable energy. We’ll explore together the many different means of The James Hutton Institute energy capture along with the process Invergowrie from source to distribution. This is a unique Dundee, DD2 5DA opportunity for the public to get a direct Tel: +44 (0) 844 928 5428 insight into the renewable revolution. Fax: +44 (0) 844 928 5429 Email: [email protected] Our free educational visit scheme is open to organised groups visiting the Scottish Hydro Centre all year round. To find out Construction Skills Academy Glasgow more just contact us on 0141 224 7116. ECO housing project Exhibition based at Scottish Hydro Centre Glasgow House for Renewable Excellence Norfolk street Waterloo Street Glasgow Glasgow Email: [email protected] Email: [email protected] www.scottish-hydro-centre.co.uk Other places where you can find out about /visit energy efficient housing The Hidden Gardens include: The Hidden Gardens is an award- winning unique public green space and Hydrogen House community development organisation. In Methil, Fife addition to being a beautiful green space Email: [email protected] where people can relax away from the Aurora House busy city streets, the Gardens is a place of East Kilbride, South Lanarkshire learning and exchange including Organic Email: [email protected] gardening courses and advice. 25a Albert Drive, Glasgow
These are examples of types of places that can be visited ….. add your own places of interest locally/nationally…..
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Useful Websites www.zerowastescotland.org.uk www.scottishrenewables.co.uk Supporting individuals, businesses and Voice of the renewable energy industry communities to reduce waste, recycle in Scotland,promoting a win-win vision more and use resources sustainably. to harness Scotland’s immense natural resources to enrich our economy, www.energysavingstrust.org.uk/scotland communities and environment. Provides free, impartial advice on how to reduce carbon dioxide emissions www.sowandgroweverywhere.org and save money. Sage promotes community growing, influences policy around community and www.climateweek.com food and supports local food activities A UK climate change campaign, inspiring offers a direct point of contact and easy a new wave of action to create a access to information for any individual or sustainable future. group active or interested in community www.oneworldgroup.org/oneclimate food growing. Pioneering internet and mobile phone www.aloscotland.com/ applications which the worlds poorest If you are involved in adult literacies people can use to improve their life learning and teaching then this site chances, and which help people in richer is for you. countries to understand global problems and do something about them. Access a growing bank of Scottish based learning and teaching resources, training www.educationscotland.gov.uk materials and useful research and reports. The new national body has a key role to Share your own resources and knowledge play in Scottish education, supporting by contributing to the site. Quickly find, innovation and dynamism throughout the easily download and, where necessary, education system, providing challenge adapt the resources you want to suit your and making a major contribution to raising teaching style and your learner needs. standards overall. The website provides information about Education Scotland and ALO is supported by the Communities links to the websites of the organisations Team in Education Scotland. Everything that form the new agency. on this site is in line with the Scottish Adult Literacy and Numeracy Curriculum www.oxfam.org Framework. Oxfam is a global movement dedicated to fighting poverty. It focuses on 3 www.jmt.org main areas of work: emergency The John Muir Trust is a leading UK charity response,development work and dedicated to the protection of wild land campaigning for change. for both nature and people. The trust educates people about the value of wild www.recycleforscotland.com places through the John Muir Award and Provides advice and information on how engages people through their volunteer to recycle, helping to protect Scotland’s conservation programme. natural environment and make our communities nicer places to live in. www.wwf.org.uk Protects endangered wildlife and www.foodsecurity.ac.uk environments, tackles climate change Information, research, blog, news and promotes sustainable use of resources. and resources linked to food security.
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www.theweatherclub.org.uk www.sepa.gov.uk Registered charity and all of its profits are The Scottish Environmental Protection used to help meet its charitable aims, Agency is Scotland’s environmental with a particular emphasis on educating regulator. Their main role is to protect the public about weather and climate. and improve the environment. www.metoffice.gov.uk www.fifediet.co.uk A world leader in providing weather and The Fife diet is a consumer network of climate services and forecasting. Providing people interested in local food and services for the public, NHS, transport explores sustainable food issues. and business, defence and government. www.scottishpower.co.uk/support-centre/ Research into climate change influences billing/your-bill-explained.aspx the services they provide. Your bill explained and related video. Excellent education section on website. www.eonenergy.com/In-Business/Small- www.bbcweather.co.uk Medium-Enterprises/Existing-Customers/ Current conditions and forecasts for Understanding+Your+Bill.htm the UK and world. Background material Understanding your bills. about weather including climate change. www.alienergy.org.uk www.gsc.org.uk Alienergy is a local agency that promotes One of Scotland’s must-see visitor better use of energy and local energy attractions - presenting concepts of resources throughout Argyll, Lomond and science and technology in unique and the Islands. inspiring ways: promoting Scotland’s www.environment.scotland.gov.uk science,education and innovation The site provides straight-forward capability. It offers a range of workshops descriptions of the state of Scotland’s and live science shows and star shows. environment and key messages that There are 3 floors of interactive exhibits highlight progress in protecting it. covering science and technology. Within this site is Citizen Science. www.whiteleewindfarm.co.uk Education Scotland have some really Whitlelee windfarm is Europe’s largest useful resources on environmental topics windfarm. There is a learning hub, including: exhibition area and cafe available in the visitors centre and guided tours Exploring Climate Change of the windfarm are available. www.educationscotland.gov.uk/ exploringclimatechange/ www.stemscotland.com STEM Scotland is the website to assist Weather and Climate you to find information on science www.educationscotland.gov.uk/ engagement in Scotland with the aim weatherandclimatechange/index.asp to champion science and encourage www.eatseasonably.co.uk/ an engaged and enthusiastic public. Eating seasonably means better taste, www.reapscotland.org.uk better value and a better deal for REAP, a rural environmental action project, the planet. This website has loads of aims to reconnect folk, work and place information about seasonable eating in order to make sustainability relevant to and growing. local communities.
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www.environment.scotland.gov.uk/citizen_ Youtube has some really useful and science.aspx entertaining learning resources this Scotland’s Environment Web will develop is an example. this site to be the shared space to find http://www.youtube.com/ out, take part in and contribute to watch?v=swKBi6hHHMA environmental participation in Scotland. www.oft.gov.uk We would like to involve you in providing Skilled to Go uses real life consumer data and observations on your local situations, such as choosing a mobile environment. This will help to improve the phone, to help learners develop consumer understanding of Scotland’s environment skills, knowledge and confidence as a whole and take action to improve alongside literacy and numeracy. it. As a start, we have provided links to a number of excellent existing data www.bestfootforward.com recording initiatives you may wish to Help organisations to cost-effectively become involved with in your local area. reduce their environmental impact in a world of limited resources. Excellent http://www.storyofstuff.org/movies-all/ online ecological footprint calculator. story-of-stuff/ The story of stuff is a fast-paced, www.pelamiswave.com 20 minute fact-filled look at the Pelamis is the world’s most advanced underside of production and consumption wave energy technology company. patterns (USA). Working with energy suppliers to develop and manufacture wave energy machines www.climatetrendshandbook. for clean, renewable energy. adaptationscotland.org.uk/index.html SNIFFER-An online handbook of climate www.nrdc.org.uk/index.asp trends across Scotland. Presenting changes The National Research and Development in the climate across Scotland over the Centre for Adult Literacy and Numeracy last century. (NRDC) is dedicated to conducting research and development projects to www.ordnancesurvey.co.uk improve literacy, numeracy, language Ordnance Survey is Great Britain’s national and related skills and knowledge. mapping agency, providing the most accurate and up-to-date geographic www.resurgence.org data, relied on by government, business Resurgence is a magazine for people and individuals. who care about the environment, enjoy reading, relish new ideas and are looking www.ragtagntextile.org.uk for inspiration on sustainable living. An innovative social firm specializing in recycling textiles and producing recycled crafts for sale. They offer a wide variety of workshops and courses. www.wea.org.uk/yh/images/PDFS/1.%20 CLIMATE%20CHANGE.pdf WEA Yorkshire and Humber developed a resource called strengthening democracy, which looks at climate change and ways we can engage with this topic that affects all our lives. This links to the pack which include resources, activities and lesson plans.
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COGS Updates
6.1 Updates
I. Activity 1.5 Rain Gauge – Recording Data Example Answers
II. Activity 1.6 Rain Gauge – Analysing Data Example Answers
III. Activity 1.9 Beaufort Scale
I V. Activity 1.12 Climate Zones + Answers
V. Activity 1.12 Climate – Rainfall Comparisons Example Answers
VI. Activity 2.15 Causes and Consequences of Climate Change Answers
VII. Activity 2.11 Seasonal Food Activity Example Answers
VIII. Activity 3.3 Scottish Fossil Fuel and Nuclear Power Station Plot + Answers
IX. Activity 3.4 Energy Saving Tips Example Answers
X. Activity 3.8 Renewables Case Study + Answers
6.2 Additional Resources and Answers
I. Activity 1 Weather Impacts + Example Answers
II. Activity 2 Learning Outcomes Assessment Paragraphs (weather 1 & 2) + Answers
III. Activity 3 Weather Terms + Example Answers
I V. Activity 4 Energy We Use + Example Answers
V. Activity 5 Renewable Energy + Answers
VI. Activity 6 Greenhouse Effect Diagram + Answers
VII. Activity 7 Should Scotland use Nuclear Energy? + Example Answers
6.3 Websites and Places to Visit
I. Websites Additional websites + information
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ACTIVITY 1.5 Rain Gauge – Recording Data Example Answers
Record measured rainfall from rain gauge below
DAY MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY SUNDAY OF WEEK
Time 10.00 AM 10.00 AM 10.00 AM 10.00 AM 10.00 AM 10.00 AM 10.00 AM
Rainfall recorded 2 mm 3 mm 0.5 mm 0 mm 0 mm 1 mm 0 mm (mm)
ACTIVITY 1.6 Rain Gauge – Analysing Data Example Answers
Plot the rainfall recorded daily from rain gauge on the graph above.
30
25
20
15
10
5
Rainfall in millimetres (mm) in millimetres Rainfall 0 Monday Tuesday Wednesday Thursday Friday Saturday Sunday
Days
ACTIVITIES: Use the graph to analyse the recorded rainfall data. e.g. wettest day, dryest day, average rainfall over a week. Wettest day – Tuesday, driest day – Thursday, Friday and Sunday Average Rainfall – 0.9 mm
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ACTIVITY 1.9 The Beaufort Scale
The Beaufort scale was developed in 1805 by Francis Beaufort while serving in the Royal Navy. It is a scale for measuring wind speeds and is based on observation rather than accurate measurements. Prior to Beaufort’s scale, naval officers made regular weather observations but there was no continuity between these observations and no official definition of a strong wind or gentle breeze. Beaufort produced a standard scale with easy to use descriptions which was adopted world-wide and is still the most commonly used wind measuring scale today. Use this table to help complete your weather diary.
BEAUFORT WIND WIND DESCRIPTION LAND EXAMPLE NUMBER SPEED SPEED CONDITIONS IMAGE MPH KNOTS
0 < 1 < 1 Calm Calm
1 1 - 3 1 - 3 Light air Wind motion visable in smoke
2 4 - 7 4 - 6 Light breeze Leaves rustle
3 8 - 12 7 - 10 Gentle breeze Smaller twigs in constant motion
4 13 - 18 11 - 16 Moderate breeze Small branches begin to move
5 19 - 24 17 - 21 Fresh breeze Smaller trees sway
6 25 - 31 22 - 27 Strong breeze Large branches in motion
7 32 - 38 28 - 33 Near gale Whole trees in motion
8 39 - 46 34 - 40 Gale Twigs broken from trees
9 47 - 54 41 - 47 Severe gale Light structural damage
10 55 - 63 48 - 55 Storm Trees uprooted. Considerable structural damage
11 64 - 72 56 - 63 Violent storm Widespread structural damage
12 73 - 82 64 - 71 Hurricane Massive and widespread damage to structure
Estimate your local wind speed using the Beaufort scale descriptions/land conditions. Compare with forecasted wind speed for same time period using local weather station information.
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ACTIVITY 1.12 Climate Zones
Make a list of the key features of the current Scottish climate.
Polar Temperate Arid Tropical Mediterranean Mountains
a. Using the Climate zone map plot places you have visited/ have been in the news recently. b. Make a table or graph to show the most visited/ least visited zones. Discuss reasons for this. c. Using an atlas/internet searches discuss tourism, population, industry, crops of a selection of countries from each climate zone. d. Using an atlas and diagram, identify the climate zones these countries are part of: Alaska, UK, Spain, Egypt, Indonesia, Nepal.
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ACTIVITY 1.12 Climate Zones Answers
Make a list of the key features of the current Scottish climate.
EXAMPLE ANSWER Scottish climate is temperate – generally not too hot in summer or too cold in winter. Rainfall varies across Scotland with western coast seeing the highest rainfall generally. There is a prevailing south westerly wind. The gulf stream warms the waters around Scotland helping our climate remain temperate.
Polar Temperate Arid Tropical Mediterranean Mountains
a. Using the Climate zone map plot places you have visited/have been in the news recently. b. Make a table or graph to show the most visited/ least visited zones. Discuss reasons for this. c. Using an atlas/internet searches discuss tourism, population, industry, crops of a selection of countries from each climate zone. d. Using an atlas and diagram, identify the climate zones these countries are part of: Alaska, UK, Spain, Egypt, Indonesia, Nepal.
d – ANSWER Alaska Polar UK Temperate Spain Mediterranean Egypt Arid Indonesia Tropical Nepal Mountains
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ACTIVITY 1.14 Climate – Rainfall Comparisons Example Answers
All around the world, different weather conditions exist. By weather we mean what is happening in the atmosphere today, tomorrow or even next week. By climate we mean weather over time. a. Look at rainfall data below and decide on an appropriate rainfall scale in millimetres. Mark it on the vertical axis of the graph. b. Add suitable labels to the axes of the graph. c. Plot the points on the graph to show how much rain falls in Glasgow and Cairo each month. d. Work out the total rainfall in a year for Glasgow. e. Work out the total rainfall for Cairo. f. Compare the results. What factors have influenced the figures? g. You may wish to compare rainfall of other countries.
110 Glasgow
100
90
80
70
Rainfall (mm) 60
50
40
30
20
10 Cairo 0 J F M A M J J A S O N D Months of Year
Rainfall measurements in Glasgow and Cairo (mm) Total
Glasgow 96 63 65 50 62 58 68 83 95 98 105 108 945 Cairo 5 5 5 3 3 0 0 0 0 0 3 5 29 Month J F M A M J J A S O N D
f. Influencing factors: Climate zone (latitude, low and high pressure systems)
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ACTIVITY 2.5 Causes and Consequences of Climate Change Answers
Examine the images below and decide whether they represent a cause or a consequence of climate change.
CAUSE CAUSE CONSEQUENCE
CAUSE CONSEQUENCE CONSEQUENCE
CONSEQUENCE CAUSE CAUSE
CONSEQUENCE CAUSE CONSEQUENCE
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ACTIVITY 2.11 Seasonal Food Activity Example Answers
a. Write 2 seasonal Scottish fruit/vegetables.
Spring Summer
ONIONS TOMATOES
POTATOES STRAWBERRIES
APPLES KALE POTATOES ONIONS
Autumn Winter
b. Think of a recipe for each season made from seasonal produce.
Winter – Kale & Potato Curry
Autumn – Elderflower Cordial
Spring – Bubble & Squeak with Spring Cabbage
Summer – Fruit Smoothie with Raspberries
c. Ask group members to keep a record of what they have eaten that is local/seasonal over a week then collate the information on a chart/graph. Discuss findings, e.g. Is it hard to source seasonal produce.
d. Does the season have an impact on availability? Does your location have an impact on availability and if so why?
Temperature
Rainfall will affect crops
Soil type
Rainfall varies with location
Height about sea-level
Rural/Urban location affects transportation, area available for agricultural activity
e. Make a local map showing where local, seasonal produce is available including, farmers markets, farm selling produce etc.
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ACTIVITY 3.3 Scottish Fossil Fuel and Nuclear Power Station Plot
Using your outline map of Scotland plot the location of 4 traditional fossil fuel and nuclear power stations around Scotland.
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ACTIVITY 3.3 Scottish Fossil Fuel and Nuclear Power Station Plot Answers
Using your outline map of Scotland plot the location of 4 traditional fossil fuel and nuclear power stations around Scotland.
Longannet (coal)
Grangemouth (gas & oil)
Torness (nuclear) Hunterston B. (nuclear)
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ACTIVITY 3.4 Energy Saving Tips Example Answers
a. In pairs make a list of ways we can save energy in our homes. Share in large group.
b. Compare lists made with energy saving tips from organisations like Energy Savings Trust. www.energysavingtrust.org.uk/scotland/Take-action/Money- saving-tips/Energy-saving-tips/Top-ten-tips
c. Estimate how much money could be saved by implementing some of these changes.
LIST
Turn heating down by 1°C.
Don’t keep water running when brushing teeth.
Shower instead of bath.
Collect rain water for use in the garden.
Turn off lights.
Insulate loft.
Use curtains to keep in heat.
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ACTIVITY 3.8 Renewables Case Study
Use an outline map of Scotland to plot 4 established and planned hydro and renewables developments in Scotland. Useful websites: Together with your map of fossil fuels, hydro and nuclear National Grid energy sites discuss issues which affect Scotland moving www.nationalgrid.com/uk towards a low carbon economy e.g. distance of developments Nuclear Industry Association from large population, transmission and distribution of energy, www.niauk.org construction of new developments, tourism, employment. Atomic Energy Authority www.uk-atomic-energy.org.uk Scottish Renewables www.scottishrenewables.com
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ACTIVITY 3.8 Renewables Case Study Answers
Use an outline map of Scotland to plot 4 established and planned hydro and renewables developments in Scotland. Useful websites: Together with your map of fossil fuels, hydro and nuclear National Grid energy sites discuss issues which affect Scotland moving www.nationalgrid.com/uk towards a low carbon economy e.g. distance of developments Nuclear Industry Association from large population, transmission and distribution of energy, www.niauk.org construction of new developments, tourism, employment. Atomic Energy Authority www.uk-atomic-energy.org.uk Scottish Renewables www.scottishrenewables.com
Whitelee (wind)
Islay Limpet (wave) Stevens Croft (biomass)
Robin Rigg (wind)
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ACTIVITY 1 Weather Impacts
List 2 ways weather can impact on the following everyday topics.
TRAVEL
CLOTHING
FOOD
GARDENING
LEISURE ACTIVITIES
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ACTIVITY 1 Weather Impacts Example Answers
List 2 ways weather can impact on the following everyday topics.
TRAVEL
Flooding and ice can cause disruption on roads.
Snow can cause airports to close runways.
CLOTHING
Waterproof clothing needed for wet weather.
Shorts used for hot weather.
FOOD
Crops don’t grow well with prolonged wet weather.
Drought impacts badly on crops.
GARDENING
Hosepipe ban in drought conditions affects grass.
Moist and warm conditions impact on the number of insects in garden
LEISURE ACTIVITIES
Cold, wet weather might stop sports matches like football.
Hill walkers should carry a variety of clothing options due to changeable weather.
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ACTIVITY 2 Learning Outcomes Assessment Paragraphs
WEATHER 1
Learning Outcome
Explain how weather impacts on our lives and describe the main factors that produce global weather patterns.
Assessment
The following paragraph describes the main factors that produce global weather patterns. Fill in the missing words.
The term weather is used to describe day to day variations in the Earth’s . The variations occur because of 3 main factors. Firstly, heat energy from the causes air near the Earth’s surface to warm and . This process is called . Eventually the air cools and sinks back to Earth. Rising and sinking air produces areas of high and pressure at the Earth’s surface. Secondly, the Earth’s adds more movement to the air. This leads to a global circulation of moving air, known as wind patterns, to become established within the atmosphere. Finally, the presence of within the atmosphere allows clouds to form and global winds transport weather systems around the .
The missing words are:
convection rise low atmosphere rotation sun world water
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ACTIVITY 2 Learning Outcomes Assessment Paragraphs
WEATHER 1 ANSWER
Learning Outcome
Explain how weather impacts on our lives and describe the main factors that produce global weather patterns.
Assessment
The following paragraph describes the main factors that produce global weather patterns. Fill in the missing words.
The term weather is used to describe day to day variations in the Earth’s atmosphere. The variations occur because of 3 main factors. Firstly, heat energy from the sun causes air near the Earth’s surface to warm and rise. This process is called convection. Eventually the air cools and sinks back to Earth. Rising and sinking air produces areas of high and low pressure at the Earth’s surface. Secondly, the Earth’s rotation adds more movement to the air. This leads to a global circulation of moving air, known as wind patterns, to become established within the atmosphere. Finally, the presence of water within the atmosphere allows clouds to form and global winds transport weather systems around the world.
The missing words are:
convection rise low atmosphere rotation sun world water
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ACTIVITY 2 Learning Outcomes Assessment Paragraphs
WEATHER 2
Learning Outcome
Explain how modern weather forecasts are prepared and define 6 relevant weather terms
Assessment
The following paragraph describes how modern forecasts are prepared. Fill in the missing words.
Modern day weather forecasts use a technique called Numerical Weather . This process uses a large supercomputer. The computer needs weather as starting data. Sources of starting data include , , and .
Once the data has been collected and checked it forms the starting point for the weather forecast. The next step is to use the supercomputer to simulate how the behaves as it moves forward in . The computer produces of temperature, rainfall, pressure and other weather parameters. These are analysed in order to produce the weather .
The missing words are:
observations satellites weather balloons atmosphere weather stations
time ships forecast Prediction
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ACTIVITY 2 Learning Outcomes Assessment Paragraphs
WEATHER 2 ANSWER
Learning Outcome
Explain how modern weather forecasts are prepared and define 6 relevant weather terms
Assessment
The following paragraph describes how modern forecasts are prepared. Fill in the missing words.
Modern day weather forecasts use a technique called Numerical Weather Prediction. This process uses a large supercomputer. The computer needs weather observations as starting data. Sources of starting data include satellites, weather stations, ships and weather balloons. Once the data has been collected and checked it forms the starting point for the weather forecast. The next step is to use the supercomputer to simulate how the atmosphere behaves as it moves forward in time. The computer produces charts of temperature, rainfall, pressure and other weather parameters. These are analysed in order to produce the weather forecast.
The missing words are:
observations satellites weather balloons atmosphere weather stations
time ships forecast Prediction
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ACTIVITY 3 Weather Terms
Using information from pages 2,6 and 7 and/ or the Met Office website http://www.metoffice.gov.uk/learning/learn-about-the-weather/weather-phenomena List 6 weather terms and give a brief description of each.
1 .
2.
3 .
4.
5.
6 .
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ACTIVITY 3 Weather Terms Example Answers
Using information from pages 2,6 and 7 and/ or the Met Office website http://www.metoffice.gov.uk/learning/learn-about-the-weather/weather-phenomena List 6 weather terms and give a brief description of each.
1 . Wind – To understand what makes the wind blow, we first need to understand what atmospheric pressure is. Pressure at the earth’s surface is a measure of the ‘weight’ of air pressing down on it. The greater the mass of air above us, the higher the pressure we feel, and vice-versa. The importance of this is that air at the surface will want to move from high to low pressure to equalise the difference, which is what we know as wind.
2. Precipitation – The definition of precipitation is any form of water - liquid or solid - falling from the sky. It includes rain, sleet, snow, hail and drizzle plus a few less common occurrences such as ice pellets, diamond dust and freezing rain.
3 . Clouds – Clouds are made of tiny drops of water or ice crystals that settle on dust particles in the atmosphere. The droplets are so small - a diameter of about a hundredth of a millimetre - that each cubic metre of air will contain 100 million droplets.
4. Humidity – Humidity is a measurement of the amount of water vapour in the air.
5. Thunderstorm – A thunderstorm is a series of sudden electrical discharges resulting from atmospheric conditions. These discharges result in sudden flashes of light and trembling sound waves, commonly known as thunder and lightning. Thunderstorms are associated with convective clouds and are often accompanied by precipitation.
6 . Snow – Snow is formed when temperatures are low and there is moisture - in the form of tiny ice crystals - in the atmosphere.
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ACTIVITY 4 Energy We Use
Using the room plan below as a guide, list the types of appliances you use and the energy they require in your own home. Try to list 3 per room.
LIVING ROOM BEDROOM
KITCHEN BATHROOM
Consider where else we use energy around our homes and gardens.
Consider ways we can reduce our energy consumption.
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ACTIVITY 4 Energy We Use Example Answers
Using the room plan below as a guide, list the types of appliances you use and the energy they require in your own home. Try to list 3 per room.
TV – electric Light (electric) Music Centre – electric Alarm (electric) Gas fire / Coal fire / Electric fire Electric blanket Lamp – electric Radiator (gas boiler)
LIVING ROOM BEDROOM
Smoke Detector – battery Hairdryer (electric) Remote Control – battery Straighteners (electric)
Gas cooker – gas Radiator (gas boiler) Electric hob Toaster – electric
KITCHEN BATHROOM
Microwave – electric Light (electric) Food Processor – electric Shaver (electric) Fridge freezer – electric Electric toothbrush (battery) Lights – electric
Consider where else we use energy around our homes and gardens.
Consider ways we can reduce our energy consumption.
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ACTIVITY 5 Renewable/Non-Renewable Energy
Discuss the following types of energy and decide which are renewable and which are non-renewable.
Coal Wood Oil
Solar Tidal Geo-thermal
Gas Bio-mass Hydro-electric
Nuclear Wind
Renewable energy Non-renewable energy
What is the difference between renewable and non-renewable energy?
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ACTIVITY 5 Renewable/Non-Renewable Energy Answers
Discuss the following types of energy and decide which are renewable and which are non-renewable.
Coal Wood Oil
Solar Tidal Geo-thermal
Gas Bio-mass Hydro-electric
Nuclear Wind
Renewable energy Non-renewable energy
Wind Coal
Tidal Gas
Biomass Oil
Geo-thermal Nuclear
Hydro-electric Wood
Solar
What is the difference between renewable and non-renewable energy?
All life on earth is sustained by energy from the sun. Plants and animals can store energy and some of this energy remains with them when they die. The remains of these ancient animals and plants make up fossil fuels. which are non-renewable because they will run out one day. Renewable energy resources are sources of power that quickly replenish themselves and can be used again and again.
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ACTIVITY 6 Greenhouse Effect Diagram
a. Label the Greenhouse Efefct Diagram using information on page 40.
SOLAR RADIATION... THE GREENHOUSE EFFECT
SOME SOLAR RADIATION...
R E H E SP O M EARTH T A ABOUT HALF THE SOLAR INFRARED RADIATION IS... RADIATION IS...
b. List main greenhouse gases.
1.
2.
3.
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ACTIVITY 6 Greenhouse Effect Diagram Answers
a. Label the Greenhouse Efefct Diagram using information on page 40.
SOLAR RADIATION... THE GREENHOUSE EFFECT
Solar radiation Some of the infrared powers the climate radiation passes through system the atmosphere but most is absorbed and re-emitted in SOME SOLAR RADIATION... all directions by greenhouse gas molecules and clouds. Some solar radiation The effect of this is to warm is reflected by the Earth’s surface and the the Earth and the lower atmosphere atmosphere
R E H E SP O M EARTH T A ABOUT HALF THE SOLAR INFRARED RADIATION IS... RADIATION IS... emitted from the absorbed by the Earth’s Earth’s surface surface and warms it
b. List main greenhouse gases.
1. Methane
2. Carbon Dioxide
3. Nitrous Oxide
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ACTIVITY 7 Should Scotland use Nuclear Energy?
Research the advantages and disadvantages of nuclear energy use in Scotland. Write down three reasons that reflect the arguments for and against nuclear energy. Are you FOR or AGAINST? Be prepared to discuss your own views.
NO YES
List 3 reasons why Scotland List 3 reasons why Scotland should NOT use nuclear energy. should use nuclear energy.
1. 1.
2. 2.
3. 3.
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ACTIVITY 7 Should Scotland use Nuclear Energy? Example Answers
Research the advantages and disadvantages of nuclear energy use in Scotland. Write down three reasons that reflect the arguments for and against nuclear energy. Are you FOR or AGAINST? Be prepared to discuss your own views.
NO YES
List 3 reasons why Scotland List 3 reasons why Scotland should NOT use nuclear energy. should use nuclear energy.
1. 1. RISK OF CONTAMINATION CHEAP
2. LOW PROBABILITY BUT 2. SAFE HIGH IMPACT OF RISK
3. 3. TERRORIST THREATS CLEAN
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Websites
1. CARBON TRUST
The Carbon Trust is a world-leading organisation helping businesses, governments and the public sector to accelerate the move to a low carbon economy through carbon reduction, energy-saving strategies and commercialising low carbon technologies.
THE CARBON TRUST Forsyth House 93 George Street Edinburgh EH2 3ES
TEL: +44 (0)20 7170 7000
2. CRICHTON CARBON CENTRE
The Crichton Carbon Centre is a not-for-profitteaching and research organisation based at the Crichton University Campus in Dumfries, southwest Scotland.
CRICHTON CARBON CENTRE Maxwell House, Crichton University Campus, Bankend Road, Dumfries DG1 4UQ
TEL: +44 (0)1387 702091
222 Acknowledgements COGS - Counting on a Greener Scotland - A LEARNING RESOURCE FOR TUTORS
Thanks go to the following people and organisations:
Daniel Sellers Tutors attending the Education Scotland Numeracy Network meeting in November 2011 Learners from WEA Numeracy and Environment Group at Glasgow Science Centre November 2011 Participants at WEA WOSLA (West Scotland Local Association) Learning Event May 2012 Jackie Howie - Education Scotland Shirley Howitt - WEA Glasgow Met Office BBC Skillswise Zerowaste Scotland Glasgow Science Centre Whitelee Visitor Centre Barrhead High School Geography Department Best Foot Forward Infoskills National Research and Development Centre ALN Garden Organic Glasgow Life WEA Yorkshire and Humber region Alex Cuthbert Lindsey Potter Angela Speirs - St Ninians Primary Barbara Kilpatrick Paula Murdoch Ian Menzies Education Scotland Gabriel Telerman The Round Room www.theroundroom.co.uk Acknowledgements COGS - Counting on a Greener Scotland - A LEARNING RESOURCE FOR TUTORS
Thanks go to the following people and organisations:
Daniel Sellers Tutors attending the Education Scotland Numeracy Network meeting in November 2011 Learners from WEA Numeracy and Environment Group at Glasgow Science Centre November 2011 Participants at WEA WOSLA (West Scotland Local Association) Learning Event May 2012 Jackie Howie - Education Scotland Shirley Howitt - WEA Glasgow Met Office BBC Skillswise Zerowaste Scotland Glasgow Science Centre Whitelee Visitor Centre Barrhead High School Geography Department Best Foot Forward Infoskills National Research and Development Centre ALN Garden Organic Glasgow Life WEA Yorkshire and Humber region Alex Cuthbert Lindsey Potter Angela Speirs - St Ninians Primary Barbara Kilpatrick Paula Murdoch Ian Menzies Education Scotland Gabriel Telerman The Round Room www.theroundroom.co.uk