This video segment explores whether, in principle, renewable energy resources could meet today's global energy needs of about 15.7 terawatts.

This is the seventh of nine lessons in the 'Visualizing and Understanding the Science of Climate Change' website. This lesson addresses climate feedback loops and how these loops help drive and regulate Earth's unique climate system.

This static visualization from Global Warming Art depicts the chemical characteristics of eight greenhouse gas molecules - carbon dioxide (CO2), methane (CH4), nitrous oxide (N2O), water (H2O), ozone (O3), sulfur hexafluoride (SF6), dichlorodifluoromethane (CFC-12), and trichlorofluoromethane (CFC-11).

In this activity learners work in pairs or small groups to apply knowledge of energy-wise habits to evaluate energy use in their school and make recommendations for improved efficiency. Students create and use an energy audit tool to collect data and present recommendations to their class. Further communication at the school and district level is encouraged.

A simple three-part diagram from UNEP GRID Vital Water Graphics showing what the impact of global warming will be on projected coastlines and populated areas of Bangladesh with a 1 and 1.5 m sea level rise relative to the current coastline.

This interactive visualization allows users to compare future projections of Wisconsin's average annual temperature with the actual changes of the last five decades. Text on the web page encourages students to think about the challenges Wisconsin could face if these changes occur.

In this video, students explore the work of Jay Keasling, a synthetic biologist experimenting with ways to produce a cleaner-burning fuel from biological matter, using genetically modified microorganisms.

In this video, several scientists identify and describe examples of increasing health problems that they believe are related to climate change.

In this lab activity students generate their own biomass gases by heating wood pellets or wood splints in a test tube. They collect the resulting gases and use the gas to roast a marshmallow. Students also evaluate which biomass fuel is the best by their own criteria or by examining the volume of gas produced by each type of fuel.

In this activity, students make a model sea floor sediment core using two types of buttons to represent fossil diatoms. They then compare the numbers of diatom fossils in the sediment at different depths to determine whether the seas were free of ice while the diatoms were alive.

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