Activity Introduction

Bottled air heroQuick Summary: Students will investigate the levels of CO2 in the air from Cape Grim, one of the cleanest sources of air in the world. Using authentic data they will analyse a graph and plot data points on a set of axis. After students have plotted data points they will consider the historic trends by calculating gradients of line segments and comment on what the gradient represents. They will also have the opportunity to investigate another greenhouse gas (GHG) observed at Cape Grim and use this to comment on the levels in more populated areas.

Learning goals:

  • Students understand how gradient and rate of change relates to authentic data.
  • Students know how to calculate midpoints and gradient.
  • Students discover the impact of air pollution on a global scale and how the levels of greenhouse gas are changing over time.
  • Students take personal action to reduce their own greenhouse gas emissions.

General capabilities: Numeracy, Critical and creative thinking.

Cross-curriculum priority: Sustainability OI.1

Year 9 Mathematics:

  • Solve problems involving direct proportion. Explore the relationship between graphs and equations corresponding to simple rate problems (ACMNA208)
  • Find the midpoint and gradient of a line segment (interval) on the Cartesian plane using a range of strategies, including graphing software (ACMNA294)

Syllabus Outcomes: MA3‑2WM

In line with the Australian Curriculum questions are graded to cover understanding, fluency, problem solving and reasoning.

Topic: Number and Algebra

Time required: 40-60 min

Level of teacher scaffolding: Low/Medium – teacher may need to demonstrate some calculations.

Resources Required: Student Worksheet, internet access, Climate Change Digital Toolbox.

Homework and extension opportunities: Students will research another GHG and compare it with the changes they observed in CO2 levels.

Key words: Cartesian plane, coordinate points, gradient, rate, midpoint, data, greenhouse gas, climate change, carbon emissions.

 Cool Australia’s curriculum team continually reviews and refines our resources to be in line with changes to the Australian Curriculum.

Worksheets

Teacher Worksheet

car-exhaustTeacher preparation:

Overarching learning goals: In this activity students will understand how to read data from a graph. Students will calculate mid-point and gradient and comment on these in context. Through the collection and consideration of the data they will discover the impact of air pollution on a global scale and how the levels of greenhouse gas are changing over time.

Teacher content information: Cape Grim, Tasmania is one of only three locations in the world which have been chosen by World Meteorological Organization-Global Atmosphere Watch (WMO-GAW) for having the cleanest air in the world. However, since the station began measuring air quality in 1979, the statistics have shown an increase in Greenhouse gases (GHG) and CO2 levels have increased by 15%. Human activity has been attributed to this increased, specifically the burning of fossil fuels.

Cape Grim Data interactive graph gives students a visual representation of the CO2 levels in the air since 1976.  The interac

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Student Worksheet

Thought starter: How would you feel if we bottled clean air like we bottle clean drinking water?

framed bottled air 

Cape Grim, Tasmania is one of only three locations in the world which have been chosen by World Meteorological Organization-Global Atmosphere Watch (WMO-GAW) for having the cleanest air in the world. However, since the station began measuring air quality in 1979 the statistics have shown an increase in Greenhouse gases (GHG) and CO2 levels have increased by 15%. Human activity has been attributed for this increased through things like burning of fossil fuels.

 

Question 1

Answer the following questions by visiting Cape Grim Data interactive graph

a. What does the x-axis show?

b. what does the y-axis show?

c. What does 'parts per million' mean?

     

d. Which words words apply to the graph: linear, non-linear, increasing, decreasing?

 

e. In words, describe the graph and what it shows.

 

f. What environmental factors might be contributing to the

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