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Global Climate Change: Impact and Remediation

Co Authors:

Maureen Knabb
Department of Biology
West Chester University of Pennsylvania

Timothy M. Lutz
Department of Geology and Astronomy
West Chester University of Pennsylvania


This “clicker case” is a continuation of another case in our collection, “Global Climate Change: Evidence and Causes,” in which students assumed the role of an intern working for a U.S. senator so that they could advise the senator on future policy decisions. In this case, students learn about the impact and effects of global climate change as well as technologies and practices available to remediate the impact of climate effects. The case was designed for use in a one-semester introductory biology course taken primarily by freshmen and sophomores to fulfill a general education requirement, but could be used in any introductory biology course or in an ecology or environmental science course. It consists of a PowerPoint presentation (~2.2MB) presented in class that is punctuated by multiple-choice questions students respond to using personal response systems, or “clickers.”  The case can be adapted for use without these technologies.

  • Learn about the short- and long-term effects of global climate change.
  • Analyze and interpret graphs and data.
  • Understand how positive feedback effects impact climate change.
  • Understand how the U.S. contributes to greenhouse gas emissions.
  • Learn about different strategies to lessen or reverse the impact of global climate change.
Keywords: Global climate change; greenhouse gases; greenhouse effect; rising temperatures; rising sea levels
Topical Area: N/A
Educational Level: High school, Undergraduate lower division
Formats: PDF, PowerPoint
Type/Method: Clicker, Interrupted
Language: English
Subject Headings: Biology (General)   Geology   Earth Science   Ecology   Environmental Science   Environmental Engineering   Atmospheric Science   Climatology / Meteorology  
Date Posted: 01/28/10
Date Modified: N/A
Copyright: Copyright held by the National Center for Case Study Teaching in Science, University at Buffalo, State University of New York. Please see our usage guidelines, which outline our policy concerning permissible reproduction of this work.

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