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Environmental Physics:
A General Overview of Topics and Misconceptions in a
School Setting
By: Heidi Wilkinson
December 6, 2016
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Purpose Statement:
A year ago I was quite illiterate regarding the issues and science behind many
environmental physics topics. Therefore, it intrigued me to find out a little more about current,
popular environmental physics topics and the science that went with them. As a teacher it was
also of interest to brainstorm of a way in which I might address this topic with my students in the
future. This report will cover general attitudes and perceptions toward environmental science,
general consensus on climate change among the scientific community, and a lesson plan for
integrating the information into a classroom setting.
Table of Contents:

p. 2-4 Student Survey and Results

p. 5-6 Facebook Survey

p. 7-11 Background Research

p. 12 Conclusions and Further Questions

p. 13 – 16 Lesson Plan

p. 17 Works Cited
1
Student Survey and Results
In order to do a preliminary exploration of student knowledge and opinions regarding
Environmental Physics, a survey was conducted among over one hundred 7th – 12th grade
students. It should be noted that this survey covered only two very distinct population groups,
both located in Bloomington, Indiana. The first group consisted of 7th – 12th grade students in
science class at Lighthouse Christian Academy. Data from eighty-six students was collected
there (24: 7th graders; 22: 8th grade, 19: 9th grade; 21: 10th-11th). The second survey was
conducted at the School for Science and Entrepreneurship. Here twenty-seven 10th – 12th grade
students took the survey. It was administered either in written form or by a combination of
written and oral form. In the second case, teachers read the questions to the students, and
students marked their answers on a blank sheet of paper.
Analysis of the results can be found on the pages below. Overall, there was strong
general consensus (75% or more agree) on questions 1, 3, 10, and 13. These questions may be
found in the survey below. Special attention should also be given to questions 2, 5, 6, and 7 as
climate change will be the focus of the research throughout the rest of the paper. Interestingly,
question 2 displayed the greatest split in answers. Another point of interest is that most people
answered question 7 as “false,” whereas most scientists would say that it is true.
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Student Survey
Grade Level: __________
Directions: Circle “T” if you think the statement is true. Circle “F” if you think the statement is
false.
1.) T
F
The environment is in danger because of the actions humans have taken.
2.) T
F
Burning coal is bad for the environment.
3.) T
F
There are no alternatives to burning coal.
4.) T
F
Global warming is the most pressing issue facing our environment.
5.) T
F
Global warming is a not a real concern. The earth simply fluctuates over time
between high and low temperatures. There is nothing to worry about.
6.) T
F
Global warming is the theory that environmental factors are causing the
average temperature in the world to increase. The theory states that this
increase in temperature will continue indefinitely.
7.) T
F
Carbon dioxide is harmful to the atmosphere.
8.) T
F
Depletion of the ozone layer is the main cause of global warming.
9.) T
F
The ozone layer is shrinking.
10.) T
F
Windmills that generate electricity serve as one potential way to reduce carbon
emissions.
11.) T
F
Cows give off more carbon emissions into the environment than do cars.
12.) T
F
Nuclear power plants are explosive and dangerous and should not be used.
13.) T
F
Solar panels are not harmful to the environment and are very efficient at
producing electricity.
14.) T
F
Nuclear power plants produce electricity in much the same manner that coalburning power plants create electricity.
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Survey Outcomes
Question
TRUE
FALSE
1
79%
20%
2
54%
45%
3
4%
96%
4
28%
72%
5
65%
35%
6
71%
27%
7
28%
71%
8
36%
64%
9
37%
63%
10
85%
15%
11
30%
70%
12
39%
61%
13
75%
24%
14
38%
61%
4
Facebook Survey
The following are a few articles that popped up during a facebook search on the word
“environment.” It is important to note that I was logged into my personal facebook account when
this search was conducted, which may have affected the search results. However, one important
takeaway point from this was noting all the different sources from which the articles came. Only
articles that had 200+ “likes” per month or 100+ “shares” per month were included in the list
below. (Facebook.com, 2015)

“Industrial scars: the environmental cost of consumption—in pictures”
◦
The Guardian: 10/24
◦
1K likes, 33 comments, 787 shares
 “Three household products you could cut to help the environment”
◦
ABC News: 10/24
◦
828 likes, 46 comments, 460 Shares
 “Humans damaging the environment faster than it can recover, report finds”
The Guardian: 05/19
1.2 K likes, 77 comments, 775 shares
 “Are Tote Bags really good for the environment?”
The Huffington Post: 09/13
590 likes, 166 comments, 389 shares
 “6 Documentaries that will change the way you think about animals and the
environment”
One Green Planet: 05/24
960 likes, 69 comments, 699 shares
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 “People who don’t have children benefit our environment more than any campaign”
The Independent: 08/11
5.9K likes, 375 comments, 1.5K Shares
(Facebook.com, 2015)
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Background Research
“Climate change.” What is really known and understood about this topics and what is
only perceived may be very different when it comes to the topic of Environmental Science. All
the different forms of media can lead people to grab onto ideas that, in reality, do not take an
objective look at the science behind them. The term “anthropogenic climate change” refers to the
idea that Earth’s climate is changing, and generally becoming warmer, due directly to the
behavior of people (Oreskes, 2014; The Royal Society, 2014a; The Royal Society, 2014b;
Dictionary.com, 2016) . Though there are many misconceptions in regard to the mechanics or
consequences involved in the theory of anthropogenic climate change, there is also a good deal
of science that speaks to this topic.
In order to understand the reasoning behind anthropogenic climate change, it is important
to have a basic knowledge of what happens when light from the sun is incident on the earth. In
the end the light will either be absorbed and will heat the earth, or it will be reflected (Dunlap,
2015; Royal Society, 2014a) . “Albedo” refers to the portion of light that an object will reflect
(Dunlap, 2015). Light that is not reflected is absorbed and reemitted. This may occur at two
phases in the atmosphere. First, the light may be absorbed prior to reaching the surface of the
earth. Second, light that was absorbed and reemitted by Earth’s surface also has the potential to
be absorbed and reemitted by the atmosphere (Dunla,p 2015; Royal Society 2014a). This is
where greenhouse gases come into play. The light originally incident on the earth tends to have a
much higher frequency than the light that is reemitted by Earth’s surface. Some compounds in
the air will allow high frequency light through but will absorb lower frequency light (Dunlap,
2015; Royal Society 2014a). Carbon dioxide, methane, and water are a few compounds that
efficiently absorb lower frequency light (Dunlap, 2015; Royal Society 2014a). Varying
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concentrations of these compounds in the atmosphere can affect the temperature by containing
(absorbing) some of the light incident on them and reemitting it back down to the earth (Dunlap,
2015; Royal Society 2014a).
Anthropogenic climate change becomes a factor when people consider if the actions of
humans are resulting in greater concentration s of carbon and if these increased concentrations
result in a greater retention of heat energy in the earth’s atmosphere (Dunlap, 2015; Oreskes,
2014; Royal Society, 2014a; Royal Society, 2014b). “Human activities, especially the burning of
fossil fuels, have increased concentrations of atmospheric carbon dioxide by 40%, mainly since
1900” (Royal Society, 2014a). This may be due, in part, to the Industrial Revolution (Royal
Society, 2014b). Scientists at the Royal Society have reported that the concentrations of carbon
emissions currently in the atmosphere cannot be accounted for unless the activities of humans are
taken into consideration (Royal Society, 2014b). Another potential source of changes in Earth’s
climate could result from changes in the sun’s emitted energy, but the needed changes do not
seem to have occurred in the last several decades (Royal Society, 2014b).
Most scientists seem to agree to the idea that anthropogenic climate change is legitimate
(Dunlap, 2015; Oreskes, 2014). A study analyzing over 900 scientific abstracts having to do with
climate change found that about 75% of those abstracts supported the theory of anthropogenic
climate change, and none dissented to it (Oreskes 2014). Furthermore several scientific
organizations have at least acknowledged the likelihood for anthropogenic climate change
including the American Meteorological Society, the American Geophysical Union, the American
Association for the Advancement of Science, the National Academy of Science, and
Intergovernmental Panel on Climate Change (Oreskes 2014).
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There is, among some people, a great urgency to do something to stop this apparent
onslaught of human-induced climate change. Why is the push so urgent? “If emissions continue
unchecked, then further warming of 2.6 to 4.8 oC would be expected by the end of this century”
(Royal Society, 2014a). Temperature and carbon emission concentration increases could be
potentially dangerous to the stability of ocean systems and weather, which could, as a result,
affect the lives of many organisms for better or for worse. For example, the oceans take in some
carbon dioxide from the air. This increases the acidity levels of the water, which can shift the
odds of survival away from some organisms and toward others. Also, these changes in
temperature could cause more rainfall in some areas (Royal Society, 2014b). Some ideas have
also been proposed that temperature increases could increase the severity of tornadoes and
hurricanes (Royal Society, 2014b). There is the potential for some species to go extinct under
these conditions, but the severity of the consequences is limited (Royal Society 2014b).
Furthermore, even if there were no more carbon emissions by humans from this point forward,
the carbon dioxide levels would remain relatively constant for many years following (Royal
Society 2014b).
Another potential consequence of increased concentrations of carbon emissions is the
continual increase in temperatures (Dunlab, 2015; Royal Society and the US National Assembly
of Sciences (RS and USNA)). This would make all the above factors discussed even more
severe. In response to the question of whether or not there is a cap to the temperature increasing
with increases in carbon dioxide concentrations, the Royal Society gave a definite answer: “No.
Adding more carbon dioxide to the atmosphere will cause surface temperatures to continue to
increase” (RS and USNA).
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Though carbon dioxide is a large concern for environmental scientists when discussing
climate change, this is only one of several greenhouse gases. In fact, carbon dioxide is neither the
most abundant nor the most efficient greenhouse gas in our atmosphere. Methane has
concentrations of only about 0.5% compared to concentrations of carbon dioxide. However, it is
about 25 times more effective at absorbing infrared light, the main wavelength reemitted by the
earth (Dunlap, 2015). Furthermore, chlorofluorocarbons, though much more rarely found in the
air, are over ten thousand times more effective at absorbing infrared light (Dunlap, 2015).
However, when considering both concentration and ability to absorb infrared light, carbon
dioxide still comes out on top by over a factor of three when compare to the runner-up, methane
(Dunlab, 2015).
Even though there is good reason to theorize and general consensus supports
anthropogenic climate change, it is important to consider problems with this theory. For
example, the example of looking for changes in the sun’s energy emission was mentioned earlier
in the paper (Royal Society, 2014b). By ruling out other potential causes of climate change, the
true causes may become more credible or clearly understood. There is, on the other hand, a
significant amount of evidence supporting the idea of increased global temperatures. Although it
is probably implied, these factors are not necessarily anthropogenic-specific evidence (Dunlap,
2015; Royal Society, 2014a). Some of this evidence is as follows:
1. “A reduction in the size of the number of glaciers…”
2. “A reduction in the area and thickness of Arctic sea ice…”
3. “An increase in sea level…”
4. “Biological changes…”
5. “Increased geographical ranges of certain plants and animals…”
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6. “Thawing of the permafrost in the Arctic…”
7. “Weather changes, such as more frequent El Nino events” (Dunlap, 2015).
Though there is good evidence for anthropogenic climate change, it is important to think
of the potential loop holes and remember that scientific conclusions may never be proven, only
disproven. “The scientific consensus might, of course, be wrong. If the history of science teaches
anything, it is humility…” (Oreskes, 2014). It can be easy to take a well-accepted idea in science
for granted, but scientists must be weary not to zone in so much on a perceived conclusion that
other pieces of information are missed or overlooked.
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Conclusions and Further Questions
This research helped me gain some perspective regarding key issues and ideas behind
climate change science, but it also left me with more question. All of the sources I looked at were
proponents of anthropogenic climate change, but it is always good scientific practice to look at
opposing arguments or potential fallacies in the current theory. I did not see a lot of self-analysis
regarding uncertainties or potential holes in argumentation. This could be because the theory of
anthropogenic climate change is so well-developed that there really are not a lot of unknowns, or
it could be that there are some uncertainties that are either not getting attention or were not
evident in my sources. In conclusion, here are some questions I found myself asking throughout
the research:

If climate change is projected to cause an increase in rainfall and the earth has already
experienced a temperature rise of 0.8oC, has there also been an increase in the net rainfall
seen over this same time period (Royal Society, 2014a)?

What are other potential contributing factors to climate change that are not humaninduced? Are these large or small factors?

Are there any holes in the theory of anthropogenic climate change, and, if so, what are
they?

During some time period, scientists predict that there was more carbon dioxide in the
atmosphere than there is now. This was projected to have occurred long, long before the
Industrial Revolution. What caused the high concentrations of carbon dioxide then, and
how did those concentrations decrease later on (Royal Society, 2014b)?
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Lesson Plan
Goal: Students will practice scientific, unbiased research, analysis, and reporting by developing
a report and presentation on a topic directly related to environmental science.
Objectives:

Skills
o Students will evaluate the veracity of online sources and the media from a
scholarly perspective and will chose four reliable references to use in their
research.
o Students will carry out either a presentation or project proposal of their work. The
presentation will be geared toward informing younger students about an important
topic in environmental science. The project proposal will involve a presentation to
school faculty to propose an activity for the school to participate in involving their
research.
o Students will research and write an analysis report regarding major findings and
including a useful graphic, table, or diagram. This report will involve using proper
MLA citations.

Knowledge
o Students will define and identify a scientific study, biased perspectives, and
flawed arguments.
o Students will identify their own misconceptions regarding major environmental
science topics and will establish a more accurate, basic understanding of climate
change and renewable energy.
o Students will appreciate the limits and usefulness of science.
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Standards

“Env.2.7 Differentiate between renewable and nonrenewable resources, and compare and
contrast the pros and cons of using nonrenewable resources.”

“Env.2.8 Cite examples of how all fuels, renewable and nonrenewable, have advantages
and disadvantages that society must question when considering the trade-offs among
them, such as how energy use contributes to the rising standard of living in the
industrially developing nations. However, explain that this energy use also leads to more
rapid depletion of Earth’s energy resources and to environmental risks associated with the
use of fossil and nuclear fuels.”

“Env.2.9 Describe how decisions to slow the depletion of energy sources through
efficient technologies can be made at many levels, from personal to national, and these
technologies always involve trade-offs of economic costs and social values.”

“Env.7.1 Identify evidence, consequences, and prevention for climate change produced
by anthropogenic sources.”

“Env.7.2 Differentiate between natural pollution and pollution caused by humans.”

“Env.7.6 Understand and explain how the burning of fossil fuels releases energy, waste
heat and matter (air pollutants).”

“Env.8.7 Understand and explain that waste management includes considerations of
quantity, safety, degradability, and cost. Also understand that waste management requires
social and technological innovations because waste-disposal problems are political and
economic as well as technical.”
(IDOE, 2016)
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Summary and Schedule
Students will be placed into small groups of two or three. The unit will begin with a
survey to help students identify what they do and do not know about basic topics in
environmental science. This will be followed by a discussion on how to argue from a scientific
standpoint and how to identify fallacies in arguments. Next, students will learn about climate
change and will view an example of what their presentations might look like as the teacher
navigates them through this topic. Interspersed in this content will be discussions on how to
handle social and scientific issues with poise, decorum, responsibility, and thoughtfulness.
Finally, students will pick another topic related to climate change or environmental science (solar
panels, nuclear power plants, hybrid cars…) and will chose a project type. One project type will
culminate in giving a presentation to school faculty asking for the school to participate in some
sort of activity, such as raising money for a well in Africa or establishing a recycling system in
school. The other option will be to prepare a presentation for an elementary classroom in for
which the group will need to prepare visual aids, a lesson plan, and some sort of activity for the
class. This unit will end with a final exam over topics covered as a group and by individual
groups.

Days 1-2: Project Introduction
o Survey
o Activity: List of unknowns and questions
o Project Description
o Discussion: Our responsibility as stewards

Days 3-5: Scientific Argumentation
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o Video: Identify the fallacies
o Lecture: Scientific argument fallacies: bias, assumption, argument styles,
causation vs. correlation
o Activity: Identifying reliable sources

Days 6-11: Climate Change and Other Topics
o Lecture: Climate change—misconceptions and the data
o Reading Activity: becoming acquainted with the key issues
o Discussion: How to handle controversial issues
o Lecture: Climate change—misconceptions and the data
o Reading Activity: becoming acquainted with the key issues
o Discussion: Limits and Uses of Science

Days 12-20
o Identify the type and general topic for the project
o Find reliable resources
o Research
o Research
o Presentation /Project Proposal preparation
o Presentation/Project Proposal preparation
o Practice Day
o Presentations

Days 21-22
o Review
o Exam
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References
Dictionary.com (2016). “Anthropogenic.” Dictionary.com. Retrieved from
http://www.dictionary.com/browse/anthropogenic?s=t
Dunlap, R. A. (2015). Sustainable Energy. Stamford, CT: Cengage Learning. Print.
Facebook search. (2016, November). Facebook. “Environment.” Retrieved from
https://www.facebook.com/search/top/?q=Environment
Indiana Department of Education. (17, Nov. 2016). “Environmental Science Resources.” Indiana
Academic Standards. Retrieved from http://www.doe.in.gov/standards/environmentalscience-resources
Oreskes, N. (3 Dec., 2014). “The Scientific Consensus on Climate Change. Science.” Vol. 306,
Issue 5702, pp. 1686, DOI: 10.1126/science.1103618. Retrieved from
http://science.sciencemag.org/content/306/5702/1686.full.
The Royal Society. (27, Feb. 2014a). “An Introduction to Climate Change in 60 Seconds.”
Climate Change: Evidence and Causes. Retrieved from https://royalsociety.org/topicspolicy/projects/climate-change-evidence-causes/.
The Royal Society. (Nov. 2014b). “A Short Guide to Climate Science.” Retrieved from
https://royalsociety.org/topics-policy/projects/climate-change-evidence-causes/.
The Royal Society and the US National Academy of Sciences . (n.d.). “8. Is there a point at
which adding more CO2 will not cause further warming?” Climate Change: Evidence
and Causes. Retrieved from https://royalsociety.org/topics-policy/projects/climatechange-evidence-causes/question-8/
Maltese, A. (2016). “M446: Secondary Science Methods II.” (Class lectures and activities).
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