Introduction

For some time, there has been debate over the existence of, as well as the causes and solutions to, climate change. Labelled initially as global warming, the topic remains emotive, and many arguments presented for or against climate change often lack a scientific basis. This task is based on the fundamental idea of using scientific data to analyse trends. It then applies the results of this analysis to the real-world issue of climate change by proposing further avenues of investigation or possible solutions.

This rich task is designed to bridge students’ understanding of data analysis and the real-world challenge of climate change. By engaging with historical global surface temperature data, students will develop analytical skills in interpreting graphs and drawing conclusions. The task fosters a connection between scientific data and its application to societal and environmental issues at local, national, and global levels. It suits learners from those with a basic understanding of simple graphs to those at the upper end of the second level. The task begins by examining a graph of historical global surface temperatures over a one-hundred-and-forty-year period. Younger students are asked to describe what information the graph shows and then make simple analyses of the data, considering some of its implications. More advanced students will use the introductory graph as a starting point for in-depth discussions on climate change, including what additional data may be needed to explore the factors behind it, the implications at local, regional, and global levels, and potential solutions at each level. This task serves as a bridge from basic data analysis to connecting mathematical and scientific data with real-world experiences. It introduces students to the importance of representing scientific data graphically for interpretation and analysis. Expanding the analysis to explore causes and solutions for climate change helps shift the focus from an academic classroom topic to practical approaches for addressing the issue in real life.

Task Description

This rich task is designed to explore how the physical properties of divers affect their ability to float or sink. It introduces the novel property of “floatability” and leads learners through iThis rich task is adjusted to suit various levels of understanding.  It is suitable for both on-site and remote learning. The task involves interpreting NASA’s graph, which shows global surface temperature changes relative to the 1951–1980 average over a 140-year span.

The task is divided into three parts:

• Part 1: Students are given access to NASA’s graph of the change in global surface temperature relative to the 1951-1980 average temperatures. This can be a physical copy, an electronic copy on the relevant NASA website, or, for more advanced students, it may be a plot of the data they have constructed themselves. Students are given some time to study the data on their own, and then, while working in small groups, students are asked to describe what the data shows, using prompt questions to revise their knowledge of data and graphing
• Part 2: (Extension) Students look for patterns or trends in the data and formulate hypotheses suggesting links between the data and real-world experiences or observations (evidence).
• Part 3: Students explore additional regional data from the European Environment Agency to test their hypotheses and investigate ways of mitigating against climate change at a local, regional or global level.

This task is ideal for both on-site and remote learning environments, supporting individual reflection followed by collaborative group work