QUESTIONS YOUR STUDENTS ARE LIKELY TO IDENTIFY AS THEY GO THROUGH THE PROBLEM SOLVING MODEL

• What is the output of coal-burning energy plants in terms of aerosols?
• How do the aerosols contribute to cloud formation?
• Is this effect of aerosols on cloud formation short- or long-term?
• What does research say about aerosols/clouds and the radiation budget?
• If clouds are reflecting solar energy into outer space, do all clouds reflect the sun's energy, or just some at certain altitudes?
• If there is some global cooling from these clouds, is it significant?
• What are the long-term implications of these aerosols and clouds, especially those formed from coal-burning energy plants and other smokestack industries?

EXTENSIONS

After students investigate this problem and have learned more about aerosols, clouds and pollution, consider expanding one of these questions into other student-centered investigations.

• What is the connection between aerosols and human health?
• What role does agriculture play in the formation of aerosols and clouds?
• Is the Earth getting darker due to increases in clouds? If so , what are the implications for the future?
• Have students create charts to depict the mathematical relationships involved. growth in aerosols, global warming, projected global warming, numbers and durations of clouds and so on.

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PBL Activity Objectives | Key Questions for Students
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APPENDICES
Appendix A: Sample Student Activity Sheet
Appendix B: Assessment Rubric
Appendix C: National Science Education Standards

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