Long Explanation with detailed instructions but the assignment is very simple. Y

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Long Explanation with detailed instructions but the assignment is very simple. Y

Long Explanation with detailed instructions but the assignment is very simple. You can make up all the people.
1. Introduction (1 pt)Introduce us to the person (or people) you know (no names – just general background). Tell us how you know them (friend, family, stranger, or even yourself). Explain the Climate Change Myth(s), Science, or Solution(s) they would like to have debunked or know more about. Part 2 has some examples to use
If you are somehow stranded due to Covid and need to make this hypothetical, then you could describe the questions you were wondering about from before you took the class and use the explanations/content that were most helpful for you. Just make sure to comment on others’ posts for the interactive part (#4 below).
2. Level Addressed? (1 pt)Describe the level(s) (I – V below), if any, at which the person or people that you spoke with were either: stuck believing that any of the following were true, or had not developed an opinion or done much reading on the subject.
“It’s not warming.” (Top Hat Week 1 and Week 2 Myth)
“It’s not Humans.” (Top Hat Week 4 and Week 4 & 5 Myths)
“2°C (3.6°F) can’t have an impact!” (Top Hat Week 7)
“There is nothing we can do to solve the Climate Emergency.” (see Top Hat Week 8 & 9)
Would just like to learn more about a particular area of the science of climate change.
The reason we have you determine the level is so you can assess and highlight the points where you have common ground. Someone may agree that the Earth is warmer, that humans are responsible, that 2°C makes a difference, but there is just nothing we can do. It is helpful to establish where you have common ground before you get started.
3. Helpful Explanations (6 pts)Tell the story of how the conversation(s) went and what explanations seemed to be the most helpful. Make sure to cover 3 different climate science concepts (2 pts each, 100 – 200 words each, see example concepts below). This may mean that you will need to talk with more than one person. In your response, please be sure to place each of the 3 different climate science concepts that you discussed into separate paragraphs with a bold header highlighting the science concept being discussed.
You are welcome to use the links or videos from any of the lectures, Top Hat content, or even another video or website that you find online to help facilitate your conversation (SkepticalScience.com is highly recommended). Just share the link to the resource in your post. Make sure to explain the features of the resource that were most helpful and describe how the conversation unfolded.
Potential Science Concepts to cover:
You can cover any climate change science or solution concept that arises but here is a list of examples:
“It’s not warming.”Show them the data
Explain ‘Cherry Picking’ data in time (is it getting colder or warmer?) or space (“It’s so cold in this location this winter”)
Consider factors other than the temperature record that indicate that the globe is warming
How many scientific organizations agree that the Earth is warming?
Temperature fluctuations are a natural process.Explain the difference between climate change and natural variationclimate variation
Explain the
“It’s not Humans.” (Top Hat Week 4 and Week 4 & 5 Myths)
How do we know it’s not the Sun: Sunspots, Milankovitch Cycles, nights warming faster than days, the stratosphere is cooling.
How do we know it’s not Volcanoes: calculations, the Keeling curve.
Three factors can change a planet’s temperature: The Sun, the Albedo, and Greenhouse GasesWe explained the Sun above,
Deforestation is causing land surfaces to become lighter which would cool the Earth,
That leaves us with Greenhouse gases.
Greenhouse gases do warm airExplain the Greenhouse Effect
Explain the CO2 in a bottle experiment
The rising CO2 IS from Humans: The timing and the amount add up: we are emitting twice as much CO2 as that being added to the atmosphere (where does the rest go?)
It’s not from Volcanoes: calculations, the Keeling curve, declining O2 shows that respiration or burning were involved.
The steady decline in 14C shows the signature of 14C depleted fossil fuels being added to the atmosphere
“2°C can’t have an impact” (3.6°F) Use any info from the Top Hat Myth quiz about terminology that might be better than 2°C.
Arctic amplification and the Wavy Jet Stream
Melting Greenland and arctic Ice and the slowing of the Great Ocean Conveyor Belt
Sea Level Rise – use some specifics
Provide examples of extreme weather events that are already happening.
Coral Reefs
“There is nothing we can do to solve this problem.” (see Top Hat Week 8 & 9)Compare and contrast the various greenhouse gases and what would need to be done to reduce these emissions.
Compare and contrast Carbon incentives, Carbon Tax, and Carbon Fee and Dividend.
Include any concepts from the Week 9 Top Hat Lab or the Solutions Discussion Board.
Discuss the results of your personal Carbon Footprint.
4. Return to Discuss with Others (2 pts – but leave as many comments for others as you like!)Get involved and provide substantive responses to at least two other posts that add to the discussion.
Supportive comments that show that you read and understood the post, e.g.: “Wow – Such a great idea to ________, I will have to try that on my _____________.”
Substantive comment that corrects content or adds another angle that might also help.

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