Month: January 2018

InS 9: Sustainability in the home

We have been discussing different ways to reduce the impacts of climate change and limit it’s consequences. The goal here is to achieve sustainability?

Sustainability is achieved when any process that interacts with the environment replenishes what it uses so that the process is capable of continuing in perpetuity.  If resources are used faster than they can replenish, then it is unsustainable.

Your first project will require you to address our statement of inquiry for this unit:

In order to create a more sustainable community, we must be innovators.”

You will create a presentation explaining how you can reduce energy consumption in your home or YIS or Yokohama through innovation in order to make it more sustainable

  • Groups of 2 or 3
  • Working towards sustainability and energy saving
  • Gain an understanding of energy consumption (bills, statistics etc)
  • Describe ways you could save energy ? You can think outside the box in terms of technology or ways to reduce other resources in order to achieve sustainability
  • Explain how you will implement the ideas – get family/school/city on board/make them do it?
  • Think about conservation, recycling, reduction, reuse, substitution

This is a presentation, maximum 5 minutes long. Can be done in any way you like. Be creative!!

Here is an example

TSC

Hyperlink your work here

Due date: February 6th

InS 10: Article Analysis Assessment

We have been discussing market failure and externalities. The importance of understanding these things is so that stakeholders (businesses, governments, city planners etc) can allocate resources in order to produce the right amount of any given product or service.

First, here are a few important vocabulary terms: 

  • Externalities (When a 3rd party is directly affected by the good or service that they are not consuming or producing themselves, such as second hand smoke).
  • Merit Goods (good goods, that affect the person NOT consuming/producing the good such as medicines) These are often Public Goods.
  • Demerit Goods (bad goods such as pollution and cigarettes)

Another way to put it is that we want to maximize our utility (happiness) or “Equilibrium” level. It means that the perfect amount of the good or service is produced and consumed.

  • So for example, you eat a bite of ice cream, that first bite would taste the best. But then you eat another and another until you get to the point at which you are completely satisfied (the 9th bite). If you were to eat one more bite it (10) it would make you feel a bit sick. You would not consume another bite if it was to have a negative effect on you (therefore, make you feel ill) so your utility would be maximized at the 9th bite.
  • Inversely, if we do not produce or consume enough of something (say a vaccine for malaria) then we are not at equilibrium or the socially optimal level as there are still people who would  like the good or service but cannot get it. So we need the someone else to intervene and help, this is where the government comes in. They help subsidize the production of the merit good.

Your first assessment with be analyzing economic activities in order to identify the market failure, externalities and solutions to reach equilibrium:

You will need to take an article from the news ( maybe use one of these ) and using the topic of market failure, explain what the problem is (why the market has failed) and how the government could step in to solve the problem through the use of a subsidy or a tax.

Layout:

1) Summarise what the main point of the article is – point out any controversy
2) Explain why the market is failing to be efficient (at equilibrium)
3) Identify the private and third party costs and or benefits
4) Identify the stakeholders in the market and explain if they are hurt or helped and why
5) Explain 2 or 3 possible solutions and evaluate how well they might work given the context of the situation. Evaluate which one is best suited to address the imbalance.
Remember:
You may use a digram to explain your reasoning.

Judgments are made that are supported by effective and balanced reasoning.

  • Make judgments – be specific about what you think.

  • Support judgments with appropriate reasoning – explain why you came to that conclusion and mention the evidence you have for making assumptions or synthesising points.

Consider alternative points of view (be clear about specific stakeholders) or alternative outcomes to the ones you have discussed. Also support these alternatives or rank in order of priority/effectiveness. Give room for claims and their counterclaims.

Here is an example. 

In groups of 2: Pick a recent article depicting a market failure and analyze it using the 5 points above. You will present your findings to the class.

  • Presentations should be between 3 and 5 minutes long
  • You may record a video

Hyperlink your presentations here.

TSC (A, C, D)

Due date: Monday January 29th (2nd semester)

InS 9: Management Strategies to reduce the impacts of Climate Change

We have discussed the causes and consequences of climate change.

  • What are the main causes?
  • What are the main consequences?
  • How can we limit the negative consequences of climate change?

PPT

In groups of 2 or 3, you will describe a specific way that we can reduce carbon emissions or mitigate it’s impacts. Explain the benefits and drawbacks of using this strategy in limiting GCC and it’s impacts. Use pictures when possible.

  • Anaerobic digestion
  • Mechanical Biological treatment
  • Gasification by pyrolysis
  • Incineration
  • Resource substitution
  • Geo-engineering
  • Carbon taxes
  • COP 21 and the Paris Accord
  • Planned relocation

Complete your slides here: 9A9C

InS 9: Climate change

The next unit will be about energy production, consumption and conservation.

Part 1:

  • First, what is climate change?
  • What are green house gases? Where do they come from?
  • What is the difference between climate change and the greenhouse effect?
  • What are the consequences of climate change on people and nature?
  • What strategies are used to reduce climate change and its impacts?


In groups, you will answer one of the following questions and present your answers to the class. Use visuals as much as possible.

  1. Create a labeled diagram (poster) explaining the functioning of the greenhouse effect, including the amount of incoming solar radiation absorbed and reflected in/by the atmosphere, clouds, the earth, ice and the ocean
  2.  Explain the main lines of the debate over the existence of climate change? Show both sides of the issue, and evaluate their validity.
  3. List the main (most abundant) greenhouse gases, where they come from and list their different level of “global warming potential”
  4. What major human activities are the main causes of greenhouse gas increase? Explain each activity and the way it releases GHG
  5.  Which nations are the biggest GHG producers? Give a list of each nations and their main source of GHG production.
  6. What does the WWF say about how you could become more energy efficient? Research a few other new technologies that can reduce domestic carbon footprint.
  7. List the possible consequences of global temperature change in terms of:
    1. Agriculture
    2. Water resources
    3. Forestry and ecosystems
    4. Human Health
    5. Extreme weather events.

Include you slides on this presentation: 9A, 9C

 

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