Directions: Answer the following questions briefly and substantially.
A. The Earth in Focus
1. Definitions of Climate, Weather, Climate Change, and Climate Variability
Imagine a farmer who observes that rainfall has been unusually heavy for one week. Another farmer
notes that over the past 30 years, their region has become much drier. Which farmer is describing
weather and which is describing climate change? Explain your reasoning.
How would you explain the difference between climate variability and climate change using examples
from your community or country?
If you were tasked to educate elementary pupils about the difference between weather and climate,
what simple analogy or activity would you use?
2. The Climate System and Its Components
The climate system consists of the atmosphere, hydrosphere, cryosphere, lithosphere, and biosphere. If
one component is disrupted (e.g., melting of the cryosphere), how might the other components be
affected? Give specific examples.
Consider a volcanic eruption that releases ash into the atmosphere. How might this event temporarily
influence the climate system?
B. The Science of Climate Change
1. Physical Science of Climate Change
How does the balance between incoming solar radiation and outgoing heat energy affect Earth’s
climate? If this balance is disturbed, what consequences might we observe?
Suppose Earth received just 1% more solar radiation each year—what possible long-term effects would
this have on climate patterns?
2. Greenhouse Gasses and Their Sources
Compare the impact of natural greenhouse gas sources (e.g., volcanic eruptions, respiration) with
human-caused sources (e.g., burning fossil fuels). Which do you think has the greater influence on
today’s climate, and why?
Imagine you are a policymaker tasked to reduce greenhouse gas emissions in your city. Which source
(transportation, industry, agriculture, or energy production) would you prioritize first? Justify your choice.
3. The Greenhouse Effect and the “Enhanced” Greenhouse Effect
The greenhouse effect is often described as a “blanket” around the Earth. Why is this natural process
essential for life, and what makes the “enhanced” greenhouse effect dangerous?
A student argues that the greenhouse effect is bad and must be eliminated. How would you explain to
them the difference between the natural and enhanced greenhouse effect?
4. Global Warming
Global temperatures are rising unevenly across regions. Why do you think some regions are
experiencing more warming than others?
If global warming continues unchecked, what do you think will be the most urgent issue for your country
in the next 20 years (e.g., agriculture, health, coastal resources)? Explain your choice.
5. Climate Change: Global and Local Scenarios
Many island nations are already facing rising sea levels. How should these countries prepare for the
possibility of losing habitable land?
In your local community, what signs of climate change can you already observe? How could local
leaders and citizens work together to adapt?
Imagine you are part of a climate research team. You are asked to design a project that shows students
in your school how global climate change connects to local weather experiences. What would you
propose?
Deadline: To be submitted next meeting.
