Environmental Sustainability: Unit Synthesis and Review
Challenge Worksheet
Name
Date
Class
Learning Goals
Read and interpret the Keeling Curve and link rate of CO2 rise to human causation.
Synthesise the science, impacts, action, and sustainability threads into one connected argument.
Evaluate a flawed claim using planetary boundaries, the rate of change, and intergenerational equity.
Warm Up
Read the graph
Study the graph of atmospheric carbon dioxide concentration over time. Answer the questions below using the data shown.
Atmospheric CO2 Concentration, the Keeling Curve
Data: ice-core records (pre-1958) and Mauna Loa Observatory direct measurements (1958 onward), approximate values.
(a) Describe the trend shown in the graph. Compare the rate of CO2 change before 1900 with the rate after 1950, and use figures from the graph.
Challenge3 marks
(b) The shape of this curve is one line of evidence for human-caused warming. Explain how at least two other independent lines of evidence from the unit support the same conclusion.
Challenge3 marks
(c) Trace the journey of one carbon atom from underground fossil fuel, through the atmosphere and ocean, and back into long-term storage. Use this to explain why sustainability is really about managing cycles.
Challenge3 marks
Go Deeper
Evaluate the claim
Someone claims...
"Earth's climate has always changed and ice ages have come and gone without humans. CO2 has been higher in the deep past too. So today's warming is just another natural cycle, there is nothing special about it and no real reason to change how we live."
(a) Identify the one part of this claim that is scientifically accurate, and the central reasoning error the claim makes.
Challenge2 marks
(b) Refute the claim using the rate of change shown in the Keeling Curve and the idea of planetary boundaries. Why does the speed of change matter for ecosystems and people?
Challenge3 marks
(c) Using the principle of intergenerational equity, construct a short argument for why acting now is justified even though the worst impacts are decades away. Refer to the Stern Review figures.
Challenge3 marks
Answer Key (Teacher)
Warm-up (a): CO2 was roughly flat at about 280 ppm before 1900, then rose steeply (an exponential or accelerating curve) to about 414 to 420 ppm by 2020. Before 1900 it changed only a few ppm over a century; after 1950 it rose from about 311 ppm to over 410 ppm, around 100 ppm in roughly 70 years, far faster than any earlier period on the graph. Award marks for: correct overall trend; quoting figures; comparing the two rates.
(b): Any two independent lines, e.g.: the 800,000-year ice-core record shows today's CO2 is higher than at any point in that record; the falling ¹³C/¹²C ratio fingerprints the extra CO2 as fossil-fuel carbon; attribution climate models only reproduce the observed warming when human emissions are included; measured ocean heat uptake, sea-level rise and ocean acidification all match a warming driven by greenhouse gases. 1.5 marks per valid, correctly explained line.
(c): A carbon atom locked in coal/oil/gas underground is burned and released as CO2 into the atmosphere, where it traps heat; some dissolves into the ocean forming carbonic acid (driving acidification); it can be taken up by plants such as mangroves and stored as blue carbon, or locked back into soil/rock by good land management. Sustainability means managing these carbon, water and nutrient cycles so the systems we depend on keep working. Marks for a correct multi-stage pathway and the link to cycle management.
Evaluate (a): Accurate part: Earth's climate genuinely has changed naturally before (ice ages, past high-CO2 periods) without humans (1 mark). Reasoning error: it confuses the fact that change can happen with the cause and rate of today's change, a non-sequitur; past natural change does not mean the current rapid, human-fingerprinted change is also natural or harmless (1 mark).
Evaluate (b): The Keeling Curve shows about 2.5 ppm per year today versus roughly 10 ppm per 1,000 years in natural glacial cycles, around 60 to 70 times faster. Such rapid change pushes Earth systems past planetary boundaries (several already crossed, including climate and biodiversity), and ecosystems and species cannot migrate or adapt fast enough, so the speed, not just the amount, of change is what threatens reefs, food systems and communities. Marks for: rate comparison; planetary boundaries; why speed harms ecosystems/people.
Evaluate (c): Intergenerational equity means meeting present needs without compromising future generations, so we have a duty not to pass on a degraded climate. The Stern Review estimated strong early action costs about 1% of global GDP, while inaction could cost 5 to 20%, so acting now is also far cheaper and avoids locking in irreversible impacts (e.g. coral reef loss, sea-level rise) that future generations cannot undo. A full answer states the principle, applies it to future generations, and uses the 1% vs 5 to 20% figures.
Wrap Up
In one sentence, what was the main idea of this lesson?
HSCScience · Year 10 Science · Unit 4 · Lesson 11 · Challenge Worksheet