Poster Topic Discussion Board: Decide On A Topic You Are Int ✓ Solved

Poster Topic Discussion Board: Decide on a topic you are int

Poster Topic Discussion Board: Decide on a topic you are interested in and submit the following to the Poster Topic Discussion Board: 1) Question / Problem (Will become Title) with word overview of why this is interesting and how it relates to this class. 2) At least 2 weblinks covering different aspects of the issue. At least 5 Bullet Points for each weblink. 3) At least one Science Data Figure with at least 3 Bullet Points. 4) Comment on others posts that are similar or that you would be interested to join their poster group (There will be 3-4 people/ poster group).

Note: The core task is to decide on a poster topic related to science versus myth, focusing on how we KNOW about warming, CO2 roles, natural variability, and attribution. The deliverables are a concise question, two or more web sources with detailed bullet-point analyses, a data figure with three or more bullet points, and a forum-style comment on similar posts or potential collaborators.

Paper For Above Instructions

Introduction and purpose

The central aim of the poster exercise is to translate complex climate science into a concise, evidence-based question that can be explored through multiple perspectives. A well-formed topic must distinguish what is scientifically supported from what remains debated in public discourse. In climate science, a core question often framed is: How do we determine that recent warming is real, how much is due to human activity, and how do natural factors fit into the overall picture? This paper outlines how to craft the poster topic, select credible web sources, present a data-inspired figure, and participate in peer review, with an emphasis on clear communication and rigorous evidence (IPCC, 2021; NASA, 2023).

Topic selection and rationale

Choose a topic that is specific, testable, and linked to class content. Possible prompts include: “What is the balance of evidence attributing recent warming to human activities versus natural variability?” or “What evidence shows that CO2 is a greenhouse gas driving recent warming, and how do we separate anthropogenic signals from solar or volcanic influences?” The poster should pose a compelling Question / Problem that will become the Title, followed by an overview of why the issue matters in both scientific and societal contexts (IPCC, 2021; NASA, 2023). The rationale should connect to core concepts such as energy balance, radiative forcing, and detection and attribution, making use of multiple lines of evidence.

Web links and evidence synthesis

Include at least two web sources that cover different aspects of the issue. Each link should be accompanied by at least five bullet points that summarize key points, caveats, and evidence. Prefer sources that present primary data, methodological details, or consensus summaries. When choosing sources, differentiate between peer-reviewed research, major assessment reports, and science communication sites, and clearly note the type of evidence each source provides (IPCC, 2021; NASA, 2023; Skeptical Science, 2020s). The goal is to show how multiple sources converge on a robust conclusion while acknowledging uncertainties.

Science data figure and interpretation

Provide at least one science data figure with clear axes and a descriptive caption. The figure should illustrate a key aspect of the issue, such as: (1) global surface temperature anomaly over time and CO2 concentration, (2) attribution of observed warming to anthropogenic forcing versus natural factors, or (3) energy imbalance or ocean heat content trends. Accompany the figure with at least three bullet-point interpretations that explain what the viewer should learn from the data and how it supports the main claim of the poster. Ensure the figure is appropriately labeled and sourced (e.g., NASA, 2023; Le Quéré et al., 2018).

Engagement with peers

Comment on others’ posts that are similar or that you would be interested in joining. This peer interaction helps form 3–4 person poster groups and fosters collaboration, feedback, and shared responsibility for the final poster (class expectation). This element emphasizes constructive critique, synthesis, and planning for Week 8 poster creation.

References

  • Intergovernmental Panel on Climate Change (IPCC). 2021. Climate Change 2021: The Physical Science Basis. Cambridge University Press.
  • Intergovernmental Panel on Climate Change (IPCC). 2023. Climate Change 2023: Synthesis Report. Geneva: IPCC.
  • NASA. 2023. Global Climate Change: Vital Signs of the Planet. Retrieved from https://climate.nasa.gov/
  • NOAA National Centers for Environmental Information (NCEI). 2023. State of the Climate: Global Climate. Retrieved from https://www.noaa.gov/
  • Le Quéré, C., Andrew, R., Friedlingstein, P., et al. 2018. Global Carbon Budget 2018. Earth System Science Data, 10, 605–649.
  • Friedlingstein, P., Jones, M., O’Sullivan, M., et al. 2020. Global Carbon Budget 2020. Earth System Science Data, 12, 3269–3340.
  • Dessler, A. E. 2010. Observational constraints on the greenhouse effect. Journal of Geophysical Research, 115(D9).
  • Mann, M. E., Bradley, R. S., & Hughes, M. K. 1998. Global- and hemispheric-scale temperature patterns and trends. Journal of Climate, 11(3), 269–283.
  • Oreskes, N. 2004. The scientific consensus on climate change. Science, 306(5702), 1686.
  • Cook, J., Nuccitelli, D., Green, S., et al. 2013. Quantifying the consensus on anthropogenic global warming in the scientific literature. Environmental Research Letters, 8(2), 024024.

Paper content: addressing the cleaned instructions

Context and framing

The topic “Science vs Myth? Is it warmer? How do we KNOW?” invites students to trace the chain from observed data to scientifically supported conclusions about climate change. The core claim of contemporary climate science is that global warming over the past century is primarily driven by human activities, notably the combustion of fossil fuels that increase atmospheric CO2 and other greenhouse gases, which modify the Earth’s energy balance (IPCC, 2021; IPCC, 2023). Distinguishing anthropogenic signals from natural variability requires a suite of evidence and methods, including instrumental records, paleoclimate reconstructions, energy-balance considerations, and climate-model experiments (NASA, 2023).

Rationale for topic and the two web sources

Two recommended web sources demonstrate complementary perspectives. First, a widely used scientific consensus resource such as the NASA Global Climate Change site presents summary data, key indicators, and explanations of why warming is occurring and what is driving it (NASA, 2023). Second, a science communication site such as Skeptical Science (and its underlying literature) provides accessible explanations of common myths, coupled with references to peer-reviewed studies. Using both types of sources helps students model how scientists present evidence, how skeptics frame questions, and how to evaluate claims using data and logic (Cook et al., 2013).

Data figure design and interpretation

A central teaching tool is a data figure that juxtaposes long-term temperature records with CO2 concentration and other drivers. For example, a figure depicting global mean surface temperature anomaly (1880–present) alongside atmospheric CO2 concentration shows a clear upward trend in both metrics beginning in the mid-20th century. Bullet-point interpretations should emphasize: (1) the temporal alignment between CO2 rise and warming, (2) the limited role of solar and volcanic forcings in the long-term trend, (3) the consistency of warming across continents and ocean basins, and (4) model attribution studies that isolate human influence from natural variability (IPCC, 2021; Le Quéré et al., 2018).

Poster template and content expectations

Posters should prioritize bullet-point clarity that distills complex data into digestible claims while including a brief abstract, an intro, methods (how data were sourced or interpreted), the data figure with a descriptive caption, a concise conclusion, and a references section. The structure helps readers quickly grasp the argument and follow the evidence base. Importantly, the poster is a collaborative product; groups of 3–4 students should divide tasks equitably and cite sources accurately (Cook et al., 2013).

Scientific credibility and common counterpoints

Credible sources consistently show that human activity is the dominant driver of recent warming, though natural variability modulates year-to-year fluctuations. Claims that warming is entirely natural or primarily solar in origin are not supported by the broader evidence base. Attribution science uses multiple lines of evidence, including consistency across independent datasets, energy balance constraints, and model-based counterfactual experiments (IPCC, 2021; IPCC, 2023). Students should be prepared to summarize counterarguments succinctly and explain why they are less supported than the anthropogenic warming hypothesis (Oreskes, 2004; Cook et al., 2013).

Communication and audience

Finally, the posters should be accessible to a general audience while preserving scientific accuracy. Clear captions, labeled axes, and direct language help readers understand complex ideas without oversimplifying. The goal is to convey the main conclusion—that recent warming is robustly linked to human activity—while showing the evidence, uncertainties, and ongoing research in climate science (NASA, 2023; IPCC, 2021).

References

  • Intergovernmental Panel on Climate Change (IPCC). 2021. Climate Change 2021: The Physical Science Basis. Cambridge University Press.
  • Intergovernmental Panel on Climate Change (IPCC). 2023. Climate Change 2023: Synthesis Report. Geneva: IPCC.
  • NASA. 2023. Global Climate Change: Vital Signs of the Planet. Retrieved from https://climate.nasa.gov/
  • NOAA National Centers for Environmental Information (NCEI). 2023. State of the Climate: Global Climate. Retrieved from https://www.noaa.gov/
  • Le Quéré, C., Andrew, R., Friedlingstein, P., et al. 2018. Global Carbon Budget 2018. Earth System Science Data, 10, 605–649.
  • Friedlingstein, P., Jones, M., O’Sullivan, M., et al. 2020. Global Carbon Budget 2020. Earth System Science Data, 12, 3269–3340.
  • Dessler, A. E. 2010. Observational constraints on the greenhouse effect. Journal of Geophysical Research, 115(D9).
  • Mann, M. E., Bradley, R. S., & Hughes, M. K. 1998. Global- and hemispheric-scale temperature patterns and trends. Journal of Climate, 11(3), 269–283.
  • Oreskes, N. 2004. The scientific consensus on climate change. Science, 306(5702), 1686–1686.
  • Cook, J., Nuccitelli, D., Green, S., et al. 2013. Quantifying the consensus on anthropogenic global warming in the scientific literature. Environmental Research Letters, 8(2), 024024.

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