Modeling Early Earth Climate with GEEBITT
- This activity has been selected for inclusion in the CLEAN collection.
This activity has been extensively reviewed for inclusion in the Climate Literacy and Energy Awareness Network's collection of educational resources. For information the process and the collection, see http://cleanet.org/clean/about/selected_by_CLEAN.
This activity was selected for the On the Cutting Edge Exemplary Teaching Collection
Resources in this top level collection a) must have scored Exemplary or Very Good in all five review categories, and must also rate as “Exemplary” in at least three of the five categories. The five categories included in the peer review process are
- Scientific Accuracy
- Alignment of Learning Goals, Activities, and Assessments
- Pedagogic Effectiveness
- Robustness (usability and dependability of all components)
- Completeness of the ActivitySheet web page
For more information about the peer review process itself, please see http://serc.carleton.edu/NAGTWorkshops/review.html.
This page first made public: Apr 13, 2007
Skills and concepts that students must have mastered
How the activity is situated in the course
Content/concepts goals for this activity
Describe how an Energy Balance Model works.
Describe the roles and limitations of parameterization in a climate model.
Compare climate of the Archean and Proterozoic with modern climate.
Provide an explanation for the 'Faint-Young Sun Paradox'.
Higher order thinking skills goals for this activity
Develop a hypothesis regarding factors that have the greatest effect on climate.
Develop an understanding regarding the limitations of using a model to understand past (and present) climate.
Other skills goals for this activity
Students become more familiar with operating a spreadsheet, such as Excel.
Description of the activity/assignment
Determining whether students have met the goals
(2) Three homework questions at the end of the in-class activity require students to analyze their model results, evaluate the effectiveness of the EBM, and make suggestions for improving the model. Students have met the goals of the assignment if they can present their data clearly, and discuss, based on their data, the importance of solar luminosity, albedo, and greenhouse gases in affecting climate. They must also clearly discuss the role and limitations of the Greenhouse Factor parameter, and the implications of this in their results.
Download teaching materials and tips
- Activity Description/Assignment (Acrobat (PDF) 106kB Apr13 07)
- Instructors Notes (Acrobat (PDF) 60kB Apr13 07)