Extraordinary Alarmist Propaganda Destined for Our Classrooms – Part 3

Posted: October 31, 2012 by tallbloke in alarmism, atmosphere, climate, government, Incompetence, Legal, Measurement, methodology, Politics, propaganda, sea ice

Here is the final part of the document outlining the way climate change will be taught in our classrooms. In part 1 we saw some extraordinary claims about the rate of ice melt on Greenland – gone in 50 years. In part 2 we saw how the syllabus will be organised in England, Wales and Scotland. Here we move to experimental work, with two demonstrations. Words fail me, so I’ll let you look for yourself and provide some critique in comments on the suitability of these ‘practical science lessons’ for training young minds after making them fearful of ‘man made climate change’ caused by ‘radiation  from greenhouse gases’.

Phase 3 Process
The Greenhouse Principle in a jar

What you need:

• one large glass jar
• two thermometers
• a sun lamp or access to a sunny area
• a stopwatch
• paper and pencil

Place the two thermometers beneath a sun lamp or in the sun. Wait three minutes for the temperature to
adjust, then record it on the paper. Turn the jar upside down and place one of the thermometers inside. Use
the stopwatch to measure the temperature on each thermometer every minute for ten minutes. Record the
measurements on the paper.
The air around the exposed thermometer is constantly changing, being replaced with cooler air throughout
the experiment. The air surrounding the other thermometer, however, is trapped and becomes warmer and
warmer. This is similar to what happens on the earth’s surface. The sunlight passes through the atmosphere
and warms the earth’s surface. The heat radiating from the surface is trapped by greenhouse gases.

Ice melt

If all the icecaps on earth were to melt, the outcome would be devastating. The following model
demonstrates this effect.

What you need:

• a classroom tray
• plasticine
• water
• ice

Create an island with the plasticine in the middle of the tray. Make it about half the height of the tray. At the
edge of the tray, create a continent as high as the tray.

Fill the tray with water to make the sea. Leave the top of the island above the water level. Pile up ice-cubes
on top of the continent and leave them to melt.

• What happens to the sea-level?
• What happens to the island?

Children can use the following ‘dos and don’ts’ for climate change and make up their own posters:

• turn out lights after use.
• turn off your TV at the switch.
• put on a jumper if you’re cold.
• walk, cycle or use public transport to school.
• keep your doors closed to keep heat in.
• recycle as much as possible.

• leave curtains open at night-time.
• leave your TV or hi-fi on standby.
• boil a full kettle for one cup of tea.
• adjust your thermostat if you’re cold.
• waste electricity.

Phase 4 Review

• What is climate change and how will it affect us in the future?
• What can be done to prevent it?

  1. Bloke down the pub says:

    Too much, I suppose, to expect that a teacher might be able to explain to the little darlings the power of convection in the atmosphere.

  2. John, UK says:

    Any chance Tallbloke that you could give us the title of the publication and who is distributing it to schools ? I have a number of friends teaching in local educational establishments and would be interested to find out if it is being used in the area. Also thanks for your site, always a good interesting read even if much of the detail is somewhat beyond me.

  3. Colin Wernham says:

    Comes from The Royal Meteorological Society. Here’s a link to the document:

    Click to access climatechange.pdf

    [Reply] Heh, truth will out as they say.

  4. Michael Hart says:

    In the document linked by Colin Wernham above, they also repeat the infamous quote of Jonathan Gregory, climatologist at the University of Reading, April 2004:
    -“The Greenland ice sheet is likely to be eliminated [within 50 years] unless much more substantial
    reductions in emissions are made than those envisaged.”

    Followed by:
    -“…upon melting, the world’s second largest icecap could raise sea levels by seven metres, flooding most coastal regions.”

    They then go on to suggest that the pliant teacher and pupils-
    “Plot this on an OS Map of your nearest coastal area.”

    Well, about eight years and six months later we are 17% of the way there. Seventeen percent of seven metres is one metre and nineteen centimetres. That is 1190 millimetres. So the average annual rate of sea-level rise should be 140 mm. How are we doing?

    What is the actual annual rate of global sea-level rise?
    It is approximately 3.1 mm per year, and this rate has been shrinking since 2005, as can be seen at WUWT: http://wattsupwiththat.com/2008/12/05/satellite-derived-sea-level-updated-trend-has-been-shrinking-since-2005/


    Trying to argue that Anthony Watts is wrong, or motivated by Satan, is a hopeless task in this regard. Although sea level rise is difficult to measure, even with satellites, there is little real argument about the trends: It has been rising since the end of the ice, and that is not currently changing. [At least not changing for the worse, despite humanities ‘worst efforts’].

    As the philosopher Simpson once said, “D’oh!”

  5. Michael Hart says:

    At least two typos [bad example to set the children or the teachers].
    Penultimate sentence should be:
    “It has been rising since the end of the ice age, and that is not currently changing. [At least not changing for the worse, despite humanity’s ‘worst efforts’].

  6. oldbrew says:

    The air surrounding the other thermometer, however, is trapped and becomes warmer and
    warmer. This is similar to what happens on the earth’s surface

    No, it’s similar to what happens in a greenhouse. On earth as a whole we have convection, unlike in greenhouses. Fail!

  7. adolfogiurfa says:

    There is a confusion between “confined heat” and “green-house effect”. Energy can be saved as in a Leyden Jar, as electricity, or in a “Thermos” Jar as IR light; in both cases we have confined waves being reflected by polished surfaces.
    The heat capacity of the air (atmosphere) it is 3,227 times less than water, then, in the case of the planet earth (which, btw, has no lid whatsoever) heat is mostly saved in sea waters.