MY CARBON FOOT PRINT

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Results Page

Quiz Url : Climate and Climate Change All Quizzes

Theme : Climate and Climate Change Weather Quizzes Result: 10/10

Details

Number Actual Your Answer(s)

Review - 1 A A

Review - 2 A A

Review - 3 C C

Review - 4 B B

Review - 5 A A

Review - 6 C C

Review - 7 D D

Review - 8 A A

Review - 9 A A

Review - 10 D D

Confronting Climate Change

~* Online Learning:
I learned that the problem of rapid climate change is inextricably entwined with the challenges of development. Although high-income countries first created the problem through the unbridled emission of heat-trapping gases, poor people in the developing world are feeling the impacts first and worst. Moreover, some developing countries are now major emitters, and the developing world accounts for more than half of all current greenhouse gases. To be effective, responses to climate change must address developing countries’ needs, including their right to development.
The failure of UN negotiations to reach an international accord, coupled with the failure of the United States to enact climate legislation presents the world with a scary and seemingly intractable problem: there is no Plan B for heading off a climate catastrophe. CGD’s research and policy engagement on climate and development responds to this crisis in two ways: by strengthening the intellectual foundation for an eventual accord; and by offering research, data, and analysis that policymakers and others can act upon now, in the absence of an international agreement. CGD’s climate work builds on CGD’s expertise in development assistance and deep knowledge of developing countries.

~* Online Activities:
I watched a powerpoint presentation on Climate Change from UNESCO and a video by Lyn Davis Lear on "'A World of Solutions'...or Extinction". I also read about the UN climate talks in Qatar on November 2012.

~*Online Collaboration:
I have participated in the online discussion by posting this in my blog which allows me to share my learnings to other people.

Climate Change: The Global Scenario

~*Online Learning:
From the videos I’ve watched I learned that Earth gets heat from the sun, the atmosphere, Greenhouse gases like Carbon dioxide traps heat and keep it from escaping back to the outer space.

Trapping some heat in the atmosphere is a good thing because it keeps our planet warm for us to live but the problem is people all over the world are giving excess Carbon Dioxide to the atmosphere that’s because today, we burn fossil fuels, coal, oil and gas to do many of our everyday activities. All of these extra Carbon Dioxide trap more heat in the atmosphere making the Earth warmer and results to Climate Change.
It’s sad to know the our own activities harm the Earth. That’s why climate change education is important for everyone.

We can say that the Earth is having a fever. And scientists said that it it going worse. Global sea levels rouse by over an inch. Evidence show that the vast change of our climate is cause by humans.

NASA scientists improve the understanding and predictions of Climate Change. Their satellites provide critical data about what’s happening in our planet today. NASA satellites measure the sun’s energy.

Bright areas in our planet, are those that are covered with ice, glossy areas reflect the sun’s rays back to space. But those areas are shrinking, that’s why our planet becomes less reflective making our plant warmer as the planet gets warmer it produces more water vapor. Water vapor is the most abundant greenhouse gas. And these water vapor and other greenhouse gases serve as blankets in the world.

If this cycle continue, what will happen to our temperature, to the world and to all people around the Globe? We must make ways to reduce the emission of Greenhouse gases and save the Earth.

~*Online Activities:
I have watched two videos about “The Climate Change Basics” and “Climate Change: The Global Scenario”. If you want to watch it to here’s the link:http://www.epa.gov/climatechange/students/index.html,https://eliademy.com/app/a/courses/2f9d165084/7

~*Online Collaboration:
I participated in the online discussion by participating in the tasks given to us and by sharing my knowledge and learnings to other people by expressing my thoughts.

Climate Change: The Local Scenario

* Online Learning:

I learned that The Philippines is now facing the very real impacts of climate change, which threaten to undermine our development prospects and exacerbate the vulnerability of our poorer communities. With projected changes in precipitation, temperature, intensity of tropical cyclones and frequency of extreme weather events, considerable efforts would be required to prepare the Philippines in dealing with the impacts of climate change on the different climate-sensitive sectors. Adaptation will be an integral part of our response to the threats of climate change.

It is important that we have a scientific basis for adaptation and vulnerability assessment studies. This Report provides us with the opportunity to understand the future changes in climate and how these changes will affect the Philippines in the future. It also illustrates the impacts of climate change on agriculture, human health, water, coastal, and forestry resources as well as adaptation efforts in each sector. 

 Climate Change in the Philippines is an important document to guide decision-makers in strategic

planning and policy formulation.

 

~* Online Activities:

I watched a video from the Philippines' Climate Change Academy (CCA) and presentations on Climate Change from UNESCO and CCA.

 

~* Online Collaboration:

I have participated in our online discussion by doing and absorbing the relevant tasks given to us and applying it to everyday life. Also, by sharing my knowledge about it to other people.

Climate Change Mitigation and Adaptation

Online Learning:
I learned from the powerpoint presentations ways in order to adapt and to mitigate to climate change. One slide quotes, 'Adaptation is occuring now to observe and project future climate change, but more extensive adaptation is required to reduce out vulnerability to climate change.' It simply means that we already are doing efforts to adapt, but we should exert much more to prevent us from being vulnerable to future climate change effects. A good example of our efforts would be building barriers from sea-level rise (like the wall in Japan to protect the community from tsunamis). Climate change is inevitable, so we just have to make changes on how we should react to its effects. Mitigation, on the other hand, is the way on 'how we can avoid, or at least, delay climate change by reducing greenhouse gases.' Examples are reducing deforestation, curtailing emissions released from burning fossil fuels by vehicles and factories, or practicing proper garbage and waste management. Mitigation and adaptation go hand in hand to protect us and avoid vulnerability from the effects. Vulnerability, however, may be affected by external factors like poverty, unequal access to resources to resources, or food insecurity. Increasing vulnerability would make us more prone to not only to climate change effects, but also to natural disasters. However, there is also what we call 'Disaster Risk Reduction', which is very vital and important in such a way that when our disaster risk reduction would be improved, climate change adaptation would take a great effect. We, the youth, could also participate in disaster risk reduction by doing informative performances, writing notices, and using the internet, like this, to connect with other people around the world to share ideas on how we can prevent the effects of climate change.

Online Activities:
I watched powerpoint presentations about the mitigation and adaptation to climate change. The powerpoint from UNESCO is very informative, as there are ways on how we students can also contribute, but so is the other presentation. The other presentation contains graphs and figures that can show us how much the world is changing due to climate change.

Online Participation:
I participated in the online discussion by making this insight about the presentation I made and sharing the information I learned to other people on facebook. I also discussed this with classmates through chatting.

CLIMATE CHANGE: A LOOK INTO THE FUTURE

Online Learning:

*I learned that climate change is also affecting the global food production. As time passes we"re experiencing more impact of the climate change. And in the future things might not be the same as today because of the climate change.

*Carbon Dioxide is a green house gas and it is the primary cause of climate change. The human activities are the major cause of the increasing amount of carbon in the air. High amount of carbon dioxide is good for the plant, but not so high because it can also kill the plant because of the high temperature.

*As the carbon dioxide increase the temperature goes higher. The change in temperature can make the crops dry causing a great problem to the people near the equator. When the crops dried up and the temperature still increases, there will be no food for the future.
*It means that if the population and the temperature both increases there will be no more supply of food for the future. We must act now for our future.

Online Activities:

*I watched a video about the things that may happen in the future because of climate change, how it will affect everyone of us and how we can possibly stop it from happening in the future.

Online Collaboration:

*I participated in the online collaboration by sharing what I learn to other people. And by using the modern technology (internet) in sharing it in the most convenient way. I participated in the online discussion by sharing what I learn to other people. And by using the modern technology (internet) in sharing it in the most convenient way.

It's All About Carbon

~*Online Learning:
From the video I’ve watched, I learned that All living things are made of carbon. Carbon is also a part of the ocean, air, and even rocks. Because the Earth is a dynamic place, carbon does not stay still. It is on the move!
In the atmosphere, carbon is attached to some oxygen in a gas called carbon dioxide.
Plants use carbon dioxide and sunlight to make their own food and grow. The carbon becomes part of the plant. Plants that die and are buried may turn into fossil fuels made of carbon like coal and oil over millions of years. When humans burn fossil fuels, most of the carbon quickly enters the atmosphere as carbon dioxide.
Carbon dioxide is a greenhouse gas and traps heat in the atmosphere. Without it and other greenhouse gases, Earth would be a frozen world. But humans have burned so much fuel that there is about 30% more carbon dioxide in the air today than there was about 150 years ago, and Earth is becoming a warmer place. In fact, ice cores show us that there is now more carbon dioxide in the atmosphere than there has been in the last 420,000 years.

~* Online Activities:
I watched a video from NASA, entitled “It’s Al About Carbon”. NASA is a very reliable source which we can trust and get lots of significant things we have to know

~* Online Collaboration:
I participated in this online academy, Eliademy, by publishing this blog in the assigned social networking site and to broaden my knowledge carbon. With this knowledge, I can absorb the relevant tasks given to us and applying it to everyday life.

KNOW YOUR EARTH

~*Online Learning
From the video I’ve watched, I learned lots of important and eye opener things. I learned that the National Aeronautics and Space Administration or NASA studies the Earth and Space. They have lots of satellites that observe our planet to get a global view of our changing world. They conduct studies dealing with air, water, land and ice.

I learned interesting yet knowledgeable facts about our planet, like:
+ Greenhouse gases act like a blanket trapping solar energy and without atmosphere our planet would be frosty with a temperature of 0oF.
+ Sea levels has gone over 10 inches and risen over 12 inches in the last 15 years.
+ Satellites of NASA detect large fires and they have recorded an average of 10,000 forest fires happening everyday and therefore we should plant trees in order to help rejuvenate Mother Earth’s beauty.
+ Over 150 billion tons of ice melt in Greenland enough to fill 2,000 earth movers every minute.

NASA helps us to understand our unique planet. Knowing it could be of great importance in order for us to help save the Earth.

~* Online Activities
I watched a video from NASA about knowing our very own planet, Earth, entitled “Know Your Planet”. NASA is a very reliable source which we can trust and get lots of significant things we have to know. Knowing Earth is a key to understand its importance to humans and how we can protect it.

~* Online Collaboration
I have participated in our online discussion by doing and absorbing the relevant tasks given to us and applying it to everyday life. Also, by sharing my knowledge about it to other people.

Climate Change for Sustainable Development

~* Online Learning:
From the video I've watched I learned that Climate change is the most significant challenge to achieving sustainable development, and it threatens to drag millions of people into grinding poverty. 
At the same time, we have never had better know-how and solutions available to avert the crisis and create opportunities for a better life for people all over the world.
Climate change is not just a long-term issue. It is happening today, and it entails uncertainties for policy makers trying to shape the future.
 ~* Online Activities:

I watched a video about Global Warming, A Way Forward, 
Facing Climate Change a documentary by the 
NationalGeographic.com

~* Online Collaboration:
I participated in this online academy, Eliademy, to broaden my knowledge about climate change, and how I can help prevent  the worsening of it. With this knowledge, I will use it to spread to others the effects of climate change and the possibilities it may cause in the future if it will not be lessen.

CLIMATE CHANGE

CLIMATE CHANGE

WHAT IS CLIMATE CHANGE?
Climate change is a significant and lasting change in the statistical distribution of weather patterns over periods ranging from decades to millions of years.

WHAT ARE THE FACTORS THAT AFFECT THE CLIMATE?
Climate change is caused by factors such as biotic processes, variations in solar radiation received by Earth, plate tectonics and volcanic eruption.

WHAT IS THE TYPE OF CLIMATE IN BULACAN? SAN MIGUEL? 
The Climate of Bulacan as well as San Miguel is dry from November to April and wet from April to November.

DESCRIBE THE EXTENT DAMAGE IN THE AFFECTED AREAS OF TYPHOON GLENDA

• A total of 153 families or 536 persons were affected in Barangay 88 in Tacloban City, Leyte in Region VIII.
• A total of 5872 passengers, 33 vessels, 497 rolling cargoes, 11 motor banca's, and 26 vessels taking shelter were stranded at various parts.
• A total of 40 provinces/ cities / municipalities declared class suspensions in various levels in Region III, IV-A, IV-B, V, VII, NCR and ARMM.
• A total of 30 domestic flights and 4 international flights have been cancelled.
  
  WHAT IS THE INTERNATIONAL NAME FOR TYPHOON GLENDA?
  The International name for typhoon glenda is Rammasun.

 

COMPARISON BETWEEN TYPHOON GLENDA, HENRY AND INDAY
Typhoon Rammasun, known in the Philippines as Glenda, was a powerfultropical cyclone that had destructive impacts across the Philippines, South China and Vietnam in July 2014. It was the seventh storm of the season to be named by the Philippine Atmospheric, Geophysical and Astronomical Services Administration (PAGASA). Rammasun is a Siamese word for thunder god. After Lingling and Kajiki earlier in 2014, Rammasun became the third tropical cyclone, and the first typhoon to directly impact the Philippines in 2014. The storm formed in the Intertropical Convergence Zone, an area near the equator where the northeast an southeast trade winds come together, and slowly drifted northwestwards.

Typhoon Henry has been assigned by the Philippine Atmospheric, Geophysical and Astronomical Services Administration (PAGASA) to three tropical cyclones in the western Pacific.

Typhoon Inday has been used in the Philippines by PAGASA in the Western Pacific 2014's Severe Tropical Storm Nakri.

MY CARBON FOOT PRINT

MY CARBON FOOT PRINT

Today I learn that  cold front is defined as the transition zone where a cold air mass is replacing a warmer air mass. Cold fronts generally move from northwest to southeast. The air behind a cold front is noticeably colder and drier than the air ahead of it. When a cold front passes through, temperatures can drop more than 15 degrees within the first hour.

Tropical Cyclone

Today I learn that tropical cyclone is a storm system characterized by a low pressure center and numerous thunderstorms that produce strong winds and heavy rain. Tropical cyclones strengthen when water evaporated from the ocean is released as the saturated air rises, resulting in condensation of water vapor contained in the moist air. They are fueled by a different heat mechanism than other cyclonic windstorms such as nor'easters, European windstorms, and polar lows. The characteristic that separates tropical cyclones from other cyclonic systems is that at any height in the atmosphere, the center of a tropical cyclone will be warmer than its surroundings; a phenomenon called "warm core" storm systems.

Today I learn that El Niño/La Niña-Southern Oscillation, or ENSO, is a quasiperiodic climate pattern that occurs across the tropical Pacific Ocean roughly every five years. The Southern Oscillation refers to variations in the temperature of the surface of the tropical eastern Pacific Ocean (warming and cooling known as El Niño and La Niña respectively) and in air surface pressure in the tropical western Pacific. The two variations are coupled: the warm oceanic phase, El Niño, accompanies high air surface pressure in the western Pacific, while the cold phase, La Niña, accompanies low air surface pressure in the eastern Pacific.^[2][3] Mechanisms that cause the oscillation remain under study.

Today I learn that A low-pressure area, low or depression, is a region where the atmospheric pressure at sea level is lower than that of surrounding locations. Low-pressure systems form under areas of wind divergence which occur in upper levels of the troposphere. The formation process of a low-pressure area is known as cyclogenesis. Within the field of atmospheric dynamics, areas of wind divergence aloft occur in two areas. The first area is on the east side of upper troughs which form half of a Rossby wave within the Westerlies (a trough with large wavelength which extends through the troposphere). A second area of wind divergence aloft occurs ahead ofembedded shortwave troughs which are of smaller wavelength. Diverging winds aloft ahead of these troughs cause atmospheric lift within the troposphere below, which lowers surface pressures as upward motion partially counteracts the force of gravity.

Today I learn that A tropical depression is designated when the first appearance of a lowered pressure and organized circulation in the center of the thunderstorm complex occurs. A surface pressure chart will reveal at least one closed isobar to reflect this lowering.When viewed from a satellite, tropical depressions appear to have little organization. However, the slightest amount of rotation can usually be perceived when looking at a series of satellite images. Instead of a round appearance similar to hurricanes, tropical depressions look like individual thunderstorms that are grouped together. One such tropical depression is shown here.The rotation of a tropical storm is more recognizable than for a tropical depression. Tropical storms can cause a lot of problems even without becoming a hurricane. However, most of the problems a tropical storm cause stem from heavy rainfall.Hurricanes are Earth's strongest tropical cyclones. A distinctive feature seen on many hurricanes and are unique to them is the dark spot found in the middle of the hurricane. This is called the eye. Surrounding the eye is the region of most intense winds and rainfall called the eye wall. Large bands of clouds and precipitation spiral from the eye wall and are thusly called spiral rain bands.

Today I learn that La Niña is a coupled ocean-atmosphere phenomenon that is the counterpart of El Niño as part of the broader El Niño-Southern Oscillation climate pattern. During a period of La Niña, the sea surface temperature across the equatorial Eastern Central Pacific Ocean will be lower than normal by 3–5 °C. In the United States, an episode of La Niña is defined as a period of at least 5 months of La Niña conditions. The name La Niña originates from Spanish, meaning "the girl," analogous to El Niño meaning "the boy."

Today I learn that El Niño is defined by prolonged differences in Pacific Ocean Sea surface temperatures when compared with the average value. The accepted definition is a warming or cooling of at least 0.5 °C (0.9 °F) averaged over the east-central tropical Pacific Ocean. Typically, this anomaly happens at irregular intervals of 3–7 years and lasts nine months to two years.The average period length is 5 years. When this warming or cooling occurs for only seven to nine months, it is classified as El Niño/La Niña "conditions"; when it occurs for more than that period, it is classified as El Niño/La Niña "episodes".

Today I learn that Monsoon is traditionally defined as a seasonal reversing wind accompanied by corresponding changes in precipitation, but is now used to describe seasonal changes in atmospheric circulation and precipitation associated with the asymmetric heating of land and sea. Usually, the term monsoon is used to refer to the rainy phase of a seasonally-changing pattern, although technically there is