Month: September 2016 (page 2 of 2)

IB 12 – Global Climate Change

Quick review from last class:


  • 1: What is the atmosphere of the earth?
  • 2. What is the importance of a) clouds and b) carbon dioxide in the energy balance of the earth?
  • 3. Why is it warmer in summer than winter?
  • 4. Describe how heat is transferred from the tropics towards the poles
  • 5. Using an annotated diagram only:
    • illustrate the variations in temperature and pressure with altitude in the atmosphere.
    • Explain what happens to incoming solar radiation as it passes through the earth’s atmosphere.

Part 2: IB requirements: Discuss the causes and environmental consequences of global climate change.

A simplified explanation:


The Kyoto Protocole

Not in the curriculum but relevant nonetheless

Post lecture exercise task:

—Produce a 5 minute presentation that discusses the causes and consequences of global climate change.

  • —Groups of 3
  • —The report should presented as a Google presentation
  • —Include images and diagrams (should be integrated into the report)
  • —Include environmental as well as socio-economic consequences as well
  • —No need to explain climate change itself – Just explain how it affects your specific weather pattern, ocean composition, ecosystems etc.
  • —Consider the severity of consequences depending on temperature change ( 1 to about 3 degrees C)
  • —Give a short list of possible and plausible solutions, specific to your CS
  • —Bibliography
  • —We will present next class, followed by a short debate

Topics: Groups of 2

  • —Sea level rise
  • —Increased storm activity/ Change in rainfall pattern /El Nino
  • —Change in agricultural pattern
  • —Temperature variations and heat waves
  • —Acidification of oceans
  • —Melting ice caps
  • —Wildlife extinction
  • —Growth of the tropical belt
  • —Human health: spread of disease, respiratory disease, Natural disasters, nutrition, stress

InS 9: CSR Gaffe Project

We have been discussing how corporations, in their attempts to increase profit, have either cut costs in processing, or improved labor and environmental standards.

Today, we will discuss slavery in the 21st century.

First, how many slaves do you own?

  • What factors most affected your results?
  • What type of industry is most prone to using slavery?
  • Are there other sectors you can think of?
  • Why would companies resort to such practices?
  • Does knowing this change the way you will shop?



Remember the supply chain video form the previous lesson? How does this make CSR and corporate accountability more difficult?

We will then begin our first summative assessment: The Corporate Gaffe

Ideas: Forbes Year’s Biggest Gaffes

Due date: 

9A: Friday September 16

9C: Wednesday September 14

InS 10: Field Trip: Beach study in Kamakura

On September 13th, we will be going to Kamakura to conduct a few data collection experiments on Inamuragasaki beach in Kamakura.

On the day, you will either meet us:

What to bring:

  • Wear your YIS PE t-shirt
  • Your lunch
  • Water
  • Sunscreen and sunglasses
  • A camera or smartphone
  • Swimsuit and towel for those going in the water.


The fieldtrip has two main aims

  1. To familiarise you with the processes and landforms of the coastal environment and mitigation methods
  2. To conduct fieldwork required for a geographical investigation of a coastal zone

Our research question is:

“ Is Inamuragasaki beach a destructive beach?”

To help answer this we are gathering data on beach characteristics, beach material, gradient and waves, as well as making observations to decide whether or not it is destructive or constructive  

We will try to prove or disprove the following Hypotheses

  1. The beach gradient is steeper towards the back of the beach
  2. Beach material will be larger and more angular towards the back of the beach
  3. The waves will be high ( 1 metre or more ) and frequent ( more than 13 per minute)
  4. There will be a strong longshore drift
  5. There is natural evidence (erosional landforms) and man made evidence (defences) that the beach is being destroyed


We will be working in class groups to make information sharing easier. There will be 8 transects. See map for transects and groups

Each class will be split into 4 groups and will rotate their tasks. See rotation and explanation. You will have a copy of this with you.

Since we will be going with Ms Wilson’s classes, here is our schedule for the day:

Time Task
Morning: 10:30 to 12:00 Tasks 2 and 3: Waves, Longshore Drift  and Observations
Afternoon: 12:30 – 2:00 Task 1 – Beach Material and Gradient


PART 1 – Introduction, location and method

Before we go, you need to have a good understanding of the area we are going to research, and of the methodology of our experiments

In groups of 3, you will need:

  • A title page – include your name
  • Contents page ( this will be done last)
  • Clear headings for each section – INTRODUCTION/LOCATION, METHOD etc
    • A one paragraph description of the location (history, geographic location and site)
    • A hand drawn map of the beach, and another situating it in Japan
    • A brief introduction to the aims of the study
    • our research question
    • Your hypotheses with justification.Describe and explain location.
    • You will explain, using visual aids (pictures or drawings) how to conducted each experiment
    •  Including a brief justification ( why you think this method is appropriate )
    • Include a list of all the material needed, with pictures.

TSC – B & C due in Monday September 12th

Newer posts

© 2020 I&S Blog

Theme by Anders NorenUp ↑

Skip to toolbar