Energy forms the core of geography and yet it is often overlooked in the race for points. At the
Leaving Certificate level energy issues are represented in many areas of the examination.
Climate Change has become increasingly important and the regional section offers great scope to develop energy awareness. This site provides material that should assist in the development of that awareness.
Understanding
Climate change
Understanding
The Greenhouse
Effect
Climate Change:
Possible
Senarios
Words Searches
& Abbreviations
Essay and Exam
Tips
For further information on SEAI Schools Programme contact:
Education Executive, Sustainable Energy Authority of Ireland, Wilton Park House, Wilton Place, Dublin 2
Phone: 01 808 2049, email: schools@seai.ie
, web: www.seai.ie/schools

"Global warming is one of those things, not like an earthquake where there's a big bang and you say, ; Oh, my God, this is really, has hit us.' It creeps up on you. Half a degree temperature difference from one year to the next, a little bit of rise of the ocean, a little bit of melting of the glaciers, and then all of a sudden it is too late to do something about it. "
Arnold Schwarzenegger (Governor of California and Actor)
The use, abuse and demand for energy resources and the subsequent affect on the environment, in particular the atmosphere, are among the greatest challenges facing humanity today. The terms climate change and global warming appear with increasing frequency in news reports to explain a whole range of natural disasters, floods, droughts, hurricanes and so on. Yet the issues are complex. Until recently, doubts could be expressed regarding the causes of global warming. Now the evidence is so overwhelming that all but a few individuals accept that global warming is the result of human activity.
Geography is one of the few subjects that is capable of making sense of the large amount of information involved in the topic of energy. If Geography can be defined as the study of the earth's surface, the people, culture and their relationships with each other then it can be seen that the subject is uniquely placed within the school curriculum to facilitate an understanding of the issues involved.
On a purely pragmatic level, the new Geography Syllabus covers many aspects of the topics of
Climate Change, Global warming and Energy. An analysis of examination questions shows that these are regular and fairly predictable. If for no other reason, this topic is an excellent one to study in order to maximise points.
However, Geography has immediate relevance in the outside world. This is a subject that can be used to help us understand the events that will shape our future.
For further information on SEAI Schools Programme contact:
Education Executive, Sustainable Energy Authority of Ireland, Wilton Park House, Wilton Place, Dublin 2
Phone: 01 808 2049, email: schools@seai.ie
, web: www.seai.ie/schools

The term climate change is used to refer to all forms of significant climatic differences from the
'average weather'. These changes take the form of rising temperatures, change in rain patterns, increased droughts, sea level variations and so on. Climate change may take place on a regional or global level and the time scale can vary over years, decades, centuries or millennia.
Evidence for long term climate change comes from a variety of sources. These include:
1.
Ice Core Samples - Oxygen isotope Analysis
2.
Pollen Analysis
3.
Dendrochronology
4.
Boreholes and ocean sediment
5.
Coral growth
6.
Surveys of River Activities
7.
Analysis of River Sediments
8.
Changes in Sea Level Studies
9.
Fossil Records
10.
Historical Records e.g. cave art and literature
Ice Core Analysis: Ice cores from glaciers in e.g. Greenland and Antarctica that may contain dust, chemicals, and gases that have been deposited with snow over hundreds of thousands of years.
These layers reveal past climate characteristics.
Oxygen Isotope Analysis: The use of stable oxygen isotopes found in the gases in ice cores to extract paleoclimatic information from ice cores This provides a record of ancient water temperature and, therefore, ancient climates.
Pollen Analysis: This is the study of pollen found in places like bogs and is very useful in indicating changes in vegetation over the last 10,000 years
Dendrochronology: This is the study of tree rings and has been used to monitor change over the last 4,000 years.
For further information on SEAI Schools Programme contact:
Education Executive, Sustainable Energy Authority of Ireland, Wilton Park House, Wilton Place, Dublin 2
Phone: 01 808 2049, email: schools@seai.ie
, web: www.seai.ie/schools

Causes of Climate Change
(The causes are also known as Drivers or Forcings)
The Earth's climate may be altered because of natural causes, or human activities, known as anthropogenic changes.
The Climate can change for a number of reasons:
1.
Changes in the Earth's orbit every 100, 000 to 400, 000 years.
2.
Changes in the tilt of the earth's axis - every 41, 000 years
3.
Changes in the orientation of the earth's axis - every 21, 000 years
4.
Continental Drift (For example, the North Atlantic Drift could be deflected by the moving continents.)
5.
Volcanic Emissions ( Volcanic Dust and Gases block out insolation and increase the Earth's albedo (ability to reflect insolation)
6.
Sunspot activity - every 11 years
7.
Human activity (e.g. burning of fossil fuels changes the atmospheric composition, deforestation and agricultural practices such as pastoral farming)
For further information on SEAI Schools Programme contact:
Education Executive, Sustainable Energy Authority of Ireland, Wilton Park House, Wilton Place, Dublin 2
Phone: 01 808 2049, email: schools@seai.ie
, web: www.seai.ie/schools

Global Warming Timeline: Man in the Anthropocene
In the year 2000, Paul Crutzen coined a new term. A new epoch had begun and one creature defined this new age, man. Man was seen as altering the planet on a geological scale. This age was termed the Anthropocene. Paul Crutzen believes that this age began with the First Industrial
Revolution.
1769 James Watt patents his steam engine.
Atmospheric levels of Carbon Dioxide are about 280 parts per million.
1827 Jean-Baptiste Fourier recognises that an atmospheric effect could be keeping the surface temperature of the Earth warmer than would be expected. He is the first to use the concept of what would be later be known as the greenhouse effect.
1863 Irish scientist John Tyndall publishes a paper describing how water vapour and carbon dioxide, dissolved in water, absorbs a great deal of heat energy.
1890's Svante Arrhenius considers the problems that might be caused by CO
2 building up in the atmosphere. He realises that the burning of fossil fuels could lead to global warming.
Atmospheric levels of Carbon Dioxide are about 290 parts per million.
1897 P. C. Chamberlain produces a model for global carbon exchange.
1870 -
1910
Second Industrial Revolution.
1890s to 1940
Average surface air temperatures increase by about 0.25 °C.
1928 CFC's are invented.
1938 Guy Callender works out that as levels of Carbon Dioxide increases so to does global temperature.
1940 to
1970
Worldwide cooling of 0.2°C.
1958 David Keeling sets up first continuous monitoring of CO
2
levels in the atmosphere at the
Mauna Loa Observatory.
1959 Atmospheric levels of Carbon Dioxide are about 315 parts per million
1960's Carl Sagan determined that as a result of greenhouse gases the atmosphere of Venus is extremely hot. He feels that the Earth is facing the same danger as a result of global warming.
1970 Paul Crutzen warns that human activities may damage the Ozone Layer.
For further information on SEAI Schools Programme contact:
Education Executive, Sustainable Energy Authority of Ireland, Wilton Park House, Wilton Place, Dublin 2
Phone: 01 808 2049, email: schools@seai.ie
, web: www.seai.ie/schools

1979 First World Climate Conference adopts climate change as major issue and calls on governments "to foresee and prevent potential man-made changes in climate."
The National Academy of Sciences issues its first major report on global warming.
Atmospheric levels of Carbon Dioxide are about 337 parts per million.
1985 First major international conference on the greenhouse effect at Villach, Austria.
1987 The Montreal Protocol is adopted and the phaseout of CFC's to protect the Ozone Layer begins. CFC's are also a greenhouse gas.
1988 James Hansen, a NASA scientist, testifies about global warming before the US Congress.
The World Meteorological Organisation and the UN sets up the Intergovernmental Panel on Climate Change (IPCC) to analyse and report on scientific findings in regard to anthropogenic climate change.
1990 The first report of the IPCC finds that the planet has warmed by 0.5°C in the past century.
1992 Over 160 countries sign The UN Framework Convention on Climate Change in Rio de
Janeiro, committing them to the voluntary reduction of greenhouse gas emissions.
The US Senate approves the Framework Convention by unanimous consent.
Atmospheric levels of Carbon Dioxide are about 356 parts per million.
1994 The Alliance of Small Island States adopt a demand for 20% cuts in emissions by the year
2005 in order, they believe, to limit sea level increases to 20 cm.
1995 The Larson A ice shelf in Antarctica collapses, losing about 1700 square kilometres in a week.
The Berlin Mandate is agreed by signatories at the first full meeting of the Climate
Change Convention in Berlin. Industrialised nations agree on the need to negotiate real cuts in their emissions.
The IPCC issues its Second Assessment Report and states that current warming "is unlikely to be entirely natural in origin" and that "the balance of evidence suggests a discernible human influence on global climate".
1997 The Kyoto Protocol is drafted. Countries ratifying the protocol committed themselves to reducing their emissions of carbon dioxide and five other greenhouse gases. The Protocol is not ratified by the US, Australia, China and India. Australia later ratifies the protocol in
2007.
2000 Atmospheric levels of Carbon Dioxide are about 369 parts per million.
2001 The IPCC issues its Third Assessment Report "Most of the warming observed over the last fifty years is attributable to human activities."
The National Research Council in a report requested by President Bush states that,
"Greenhouse gases are accumulating in the Earth's atmosphere as a result of human activities, causing surface air temperatures and subsurface ocean temperatures to rise.
Temperatures are, in fact, rising."
The United States withdraws from the Kyoto Protocol.
For further information on SEAI Schools Programme contact:
Education Executive, Sustainable Energy Authority of Ireland, Wilton Park House, Wilton Place, Dublin 2
Phone: 01 808 2049, email: schools@seai.ie
, web: www.seai.ie/schools

2002 The Larson B ice shelf in Antarctica collapses losing about 3250 square kilometres.
Parliaments in the European Union, Japan and others ratify Kyoto.
2003 Atmospheric levels of Carbon Dioxide are about 375 parts per million.
Europe experiences its hottest summer for at least 500 years and there are about 35,000 fatalities as a result. The heat wave is seen by some as the first extreme weather event almost certainly attributable to man-made climate change.
2004 Russia ratifies the Kyoto Protocol in exchange for EU support of Russia's membership of the World Trade Organization.
2005 The melting of the Greenland ice sheet reaches a record maximum.
The National Academies of Sciences of the eight major industrialised nations issue a joint statement,
"The scientific understanding of climate change is now sufficiently clear to justify nations taking prompt action."
The Kyoto Protocol comes into force.
2007 The IPCC releases its Fourth Assessment Report.
The Nobel Peace Prize is awarded to the IPCC and Al Gore for work on climate change.
The UN Climate Change Conference is held in Bali to reach international agreement on steps to be taken in response to the IPCC's Fourth Assessment Report. The conference extends commitments to greenhouse gas reductions as part of the Kyoto Protocol.
The record for the lowest amount of Arctic sea ice ever is broken. Some researchers suggest that the Arctic could be ice free by 2030.
2008 Atmospheric levels of Carbon Dioxide are about 387 parts per million. This is the highest level for 650,000 years.
For further information on SEAI Schools Programme contact:
Education Executive, Sustainable Energy Authority of Ireland, Wilton Park House, Wilton Place, Dublin 2
Phone: 01 808 2049, email: schools@seai.ie
, web: www.seai.ie/schools

The Greenhouse Effect is the process whereby short-wave radiation passes through the earth's atmosphere to surface areas. The outgoing longer-wave radiation is absorbed and reradiated by a variety of greenhouse gases, thus retaining heat in the atmosphere.
The Greenhouse Effect is a natural process in which heat from the sun is held by the Earth's atmosphere near the Earth's surface, providing enough warmth to support life. Without this effect, it is estimated that the average temperature of the Earth would be about - 18°C, the temperature of a Russian winter, and unsuitable for life. The current temperature is about 15°C.
Mars, Venus and other celestial bodies with atmospheres have greenhouse effects Mars and Venus either have too much greenhouse effect or too little to be able to sustain life as we understand it.
The differences between the three planets have been termed the "Goldilocks Principle": Venus is too hot, Mars is too cold, but Earth is just right.
The Greenhouse Effect was identified by Joseph Fourier in 1824 and first investigated by Svante
Arrhenius in 1896. He observed that when the industrial revolution began, more carbon dioxide was being released into the atmosphere. He was the first to understand that this increase meant a rise in the temperature of the earth.
The process known as the Greenhouse Effect works in the following way. As energy from the Sun passes through the atmosphere a number of things take place
• Some of the energy is reflected back to space by clouds and other atmospheric particles.
• A portion of the energy is absorbed by clouds, gases, and particles in the atmosphere.
• Of the remaining solar energy passing through the Earth's atmosphere, a little is reflected from the surface back to space.
For further information on SEAI Schools Programme contact:
Education Executive, Sustainable Energy Authority of Ireland, Wilton Park House, Wilton Place, Dublin 2
Phone: 01 808 2049, email: schools@seai.ie
, web: www.seai.ie/schools

On average, about 50% of the Sun's radiation reaches the surface. This energy is then used in a number of processes, including the heating of the ground surface; the melting of ice and snow and the evaporation of water; and plant photosynthesis.
Infrared radiation is emitted by the Earth's surface. As it moves up through the layers of the atmosphere, the molecules of carbon dioxide, water vapour or some other greenhouse gas in each layer absorb some of the energy.
Some of the absorbed energy is radiated back toward the ground, and some upwards to higher layers. Eventually, the energy reaches a layer so thin that radiation can escape into space.
For further information on SEAI Schools Programme contact:
Education Executive, Sustainable Energy Authority of Ireland, Wilton Park House, Wilton Place, Dublin 2
Phone: 01 808 2049, email: schools@seai.ie
, web: www.seai.ie/schools

2
4
2
For further information on SEAI Schools Programme contact:
Education Executive, Sustainable Energy Authority of Ireland, Wilton Park House, Wilton Place, Dublin 2
Phone: 01 808 2049, email: schools@seai.ie
, web: www.seai.ie/schools

For further information on SEAI Schools Programme contact:
Education Executive, Sustainable Energy Authority of Ireland, Wilton Park House, Wilton Place, Dublin 2
Phone: 01 808 2049, email: schools@seai.ie
, web: www.seai.ie/schools

We don’t know for sure what the impacts of climate change will be for the next few decades and beyond. Scientists from the Intergovernmental Panel on Climate Change ( IPCC) state in their most recent report (2007) ' Observational evidence from all continents and most oceans shows that many natural systems are being affected by regional climate changes, particularly temperature increases'.
They also note that ' Many impacts can be avoided, reduced or delayed by mitigation.
' So changes we make now will alter the impacts of climate change into the future
On the next few pages we have some other suggested impacts of Climate Change:
• Consequences of greenhouse effect- flow chart showing the impacts of climate change
• Climate change and wildlife- highlights how biodiversity in Ireland and globally may be affected
• Six Degrees- Writer Mark Lynas's predictions for a warmer world
• A Fashion disaster- how the fashion industry may have to adapt to a changing world
For further information on SEAI Schools Programme contact:
Education Executive, Sustainable Energy Authority of Ireland, Wilton Park House, Wilton Place, Dublin 2
Phone: 01 808 2049, email: schools@seai.ie
, web: www.seai.ie/schools

For further information on SEAI Schools Programme contact:
Education Executive, Sustainable Energy Authority of Ireland, Wilton Park House, Wilton Place, Dublin 2
Phone: 01 808 2049, email: schools@seai.ie
, web: www.seai.ie/schools

Many species of animals are highly adapted to the environments in which they live. Changes in the environment can pose serious problems to the animals especially if the change takes place over a relatively short period of time. There is not enough time for them to adapt to the environmental changes taking place. Climate change will therefore affect the size and distribution of various animal populations. This in turn will have implications for the entire ecosystem.
In 1999, the Norwich Conference (convened by the WWF, English Nature, The Royal Society for the
Protection of Birds and World Conservation Monitoring Centre) stated that:
"There is already clear evidence to show that wildlife from the poles to the tropics is being affected by climate change. Species migrations, extinctions and changes in populations, range and seasonal and reproductive behaviour are among the plethora of responses that have been recorded, and these are likely to continue apace as climate continues to change in the decades to come."
Some examples include:
Sea Life
In November 2006, the Marine Climate Change Partnership, a coalition of experts from institutions ranging from Cambridge University to the Met Office's Hadley Centre. reported that warmer water plankton had shifted north by as much as 1000 kilometres.
As cold water plankton is an essential food source for the larvae of fish such as cod, a shortage of this plankton will have obvious implications for fish stocks in the North Sea. This could lead to the collapse of the already under threat North Sea Fishing industry.
Jellyfish
As a result of an increase in water temperature off the Irish Coast there has been an increase in jellyfish, such as the mauve stinger jellyfish and even the Portuguese man of war, and algae.
This in turn has attracted exotic warm water species such as the Ocean Sunfish and the leatherback turtle. Other species attracted by warmer waters include tuna, triggerfish, slipper lobster and the Chinese mitten crab.
For further information on SEAI Schools Programme contact:
Education Executive, Sustainable Energy Authority of Ireland, Wilton Park House, Wilton Place, Dublin 2
Phone: 01 808 2049, email: schools@seai.ie
, web: www.seai.ie/schools

Krill
Since 1980 there has been about an 80% decrease in the number of krill, a small crustacean, in
Antarctic waters. The Krill feed on algae growing on the underside of sea ice and as this ice has melted due to a temperature increase of about 2.5ºC over the last 50 years, the numbers of krill have declined. This in turn has led to a decline in the number of krill dependent predators such as whales, seals, penguins and other seabirds. This will also have implications for tourism. Fishing will also be affected as the krill is also prey to a number of commercially fished species.
In 1997, Kenneth Coale, of Moss Landing Marine Laboratory stated that "Some people view krill as the canary in the coal mine of global warming," It would appear that people above ground are a lot slower than miners in heeding warning signs.
Polar Bears
Polar bears rely on drifting ice to hunt seals and are being affected by the diminishing pack ice.
The bears population has dropped 22% since the mid-1980's to about 20,000.
As a result of the decline the US Government has labelled the bears as ''threatened'' under the
Endangered Species Act. This means that US sports hunters can no longer hunt the bears. This means a loss of CAN$30,000 per bear to Arctic peoples.
For further information on SEAI Schools Programme contact:
Education Executive, Sustainable Energy Authority of Ireland, Wilton Park House, Wilton Place, Dublin 2
Phone: 01 808 2049, email: schools@seai.ie
, web: www.seai.ie/schools

Butterflies
Butterflies are being seen as an indicator of climate change. In Ireland species such as the
Small Skipper have been discovered for the first time. Other species such as the Holly Blue are becoming more common and are spreading northwards.
Amphibians
The Golden Toad from the Monteverde Cloud Forest
Reserve in Costa Rica is probably the first documented casualty of human induced climate change.
This species, which is unique to the area, is thought to have been extinct since 1990. It is believed that the Golden Toad was wiped out by a fungus, chytridiomycosis, which tends to prosper in cool, moist weather. Allthough the bulk of the increased temperatures of the region occurred at night, the days were cooler due to increased cloud cover. Perfect conditions for the spread of the disease.
"Disease is the bullet killing frogs, but climate change is pulling the trigger"
Alan Pounds, Monteverde Cloud Forest Reserve
For further information on SEAI Schools Programme contact:
Education Executive, Sustainable Energy Authority of Ireland, Wilton Park House, Wilton Place, Dublin 2
Phone: 01 808 2049, email: schools@seai.ie
, web: www.seai.ie/schools

The Fourth Assessment Report of the Intergovernmental Panel on Climate change (IPCC) predicts that the global temperature could rise by a possible 1.1°C to 6.4°C this century, Its best estimate is
4°C. While this does not seem much on a daily basis, globally, even 1°C can affect millions of people. The effect of a 6°C rise could lead to humanity's extinction.
At the end of the Permian period, 251 million years ago, an estimated 95 per cent of marine species and 70 per cent of land species were killed off when temperatures were estimated to be about 6°C higher than today.
Life on Earth did survive the 6°C increase but this increase took place over a 10,000-year period.
Human releases of carbon dioxide are occurring at a greater rate than at any time in the history of life on Earth.
No one knows for sure if the Earth will heat up by 6°C but it is possible, also if it did heat up it is uncertain what would happen to life on earth. Here is one possible scenario set out by the writer
Mark Lynas who studied the historical records to examine the potential effects of temperature rises up to six degrees. Here is a summary of his findings.
+1°C
The Gulf Stream could switch off leading to icy winters in Europe. Deserts spread across parts of the United States. The Arctic ice begins to melt. Coral reefs are wiped out around the world. Many mountain glaciers will be lost. As permafrost melts, landslides occur throughout the Alps.
+2°C
European summers will be plagued by heat waves as strong as the killer of 2003. Greenland tips towards irreversible melt. Rising sea levels would devastate vulnerable coastal areas and cities including New York, London, Shanghai and Kolkata. Many species of plankton will be wiped out.
The Polar Bear and Walrus become extinct.
+3°C
Drought and wild fires rage across the Amazon leading to the decline of the rainforest. Deserts spread across Africa. Water shortages threaten Australia, India, Pakistan and Peru. Hurricanes increase in intensity. In northern Europe and the United Kingdom, summer drought will alternate with extreme winter flooding as torrential rainstorms sweep in from the Atlantic.
+4°C
The whole Arctic Ocean ice cap will disappear. The West Antarctic ice sheet collapses, pumping 5 metres of water into global sea levels. In Europe, new deserts will be spreading in Italy, Spain,
Greece and Turkey. The Alps will be so denuded of snow and ice that they resemble the rocky moonscapes of today's High Atlas.
+5°C
Desert Belts spread across Europe, Asia and America. The Earth is hotter than at any time in the last
55 million years. It is likely that there is no ice at either pole. Most of the world is uninhabitable. As sea temperatures rise, methane hydrates are released from the seabed sparking a surge in global temperatures. The possible collapse of the seabed could give rise to massive tsunamis.
+6°C
Huge firestorms sweep the planet as methane hydrate fireballs ignite. Seas release poisonous hydrogen sulphide. Deserts invade central Europe and may even reach close to the Arctic Circle.
Most of life on Earth has been extinguished. Humanity's survival is in question
For further information on SEAI Schools Programme contact:
Education Executive, Sustainable Energy Authority of Ireland, Wilton Park House, Wilton Place, Dublin 2
Phone: 01 808 2049, email: schools@seai.ie
, web: www.seai.ie/schools

On the face of it the effects of climate change on the fashion industry is hardly a matter of life and death. No one is really going to suffer - although some fashionistas will get a bit upset. The reason that this topic is discussed is to show the far reaching effects of climate change in to all aspects of our lives.
The founder of Milan Fashion Week, Beppe Modenese, predicted that the "whole fashion system will have to change" and accept that there is "no strong difference between summer and winter any more"."You can't have everyone showing four times a year to present the same thing. People are not prepared to invest in these clothes that from one season to the other, use the same fabrics at the same weight,"
American retailers, including Liz Claiborne Inc, Target and Kohl's are already said to be turning to climatologists for advice about global warming and what clothes to sell when.
Weatherproof, which supplies coats to major department stores, has bought what amounts to a
$10 million insurance policy against unusually warm weather, apparently a first in the clothing business. Weatherproof bought its coverage from a year-old company called Storm Exchange, which also sells such contracts to oil and electricity companies, whose business depends heavily on weather.
According to some experts, some endangered species on the catwalk could include the tweed pea coat, the knee-high heeled boot, the turtleneck sweater and the hand-knit scarf. Cashmere and cotton blends are likely to replace heavy wools. The warmer weather is likely to mean less bulky clothes and more layers for winter.
"The fashion seasons and the weather seasons are equally off-kilter," said W magazine's Trina
Lombardo. "They'll put bikinis in the stores in February, and winter clothes in the stores in July
For further information on SEAI Schools Programme contact:
Education Executive, Sustainable Energy Authority of Ireland, Wilton Park House, Wilton Place, Dublin 2
Phone: 01 808 2049, email: schools@seai.ie
, web: www.seai.ie/schools

when the weather won't turn cold till December. Everyone's talking about season-less clothes, or clothing for all climates."
However, there is more to fashion than the finished product. "People think of fashion as the stuff you buy and wear," said Jo Paoletti, a University of Maryland professor who studies clothing trends.
"But it's an entire process from the raw material to the making of fibres into yarns and then into fabrics, to manufacturing them into clothing and transporting it to where it's sold. There are energy costs all along the way."
Even after the garment reaches the consumer there are energy costs. A study by the Institute for
Manufacturing at Cambridge University found that 60 percent of the greenhouse gases generated over the life of a simple T-shirt comes from the typical 25 washings and machine dryings. A typical washing machine emits 160 pounds of carbon dioxide each year. A clothes dryer produces about
700 pounds.
Fashion is already changing in response to climate change. Chicago-based company Live It Green offers Carbon Neutral Clothing certification to manufacturers who commit to buying carbon offsets for every garment sold. On Amazon.com, you can buy climate-conscious clothes: underwear made of sustainably harvested bamboo and new super-textile Ingeo, a man-made fibre spun from 100 percent renewable resources.
"A label can tell you a shirt is polyester, but many consumers don't know polyester is made from oil," Paoletti said. "A label can tell you the shirt is 100 percent USDA organic cotton, but that claim doesn't tell the whole story: What about the dyes and finishes used in the shirt?"
"Shakespeare wrote 'fashion wears out more apparel than the man,' and that phrase is even truer today!" Paoletti said. "The pace of fashion change is much, much more rapid now than it was even
100 years ago."
The 'slow food' philosophy has provided a template for a 'slow fashion; movement. Consumers are encouraged to spend more on high quality clothing that last longer. Not only will this mean less poor quality ending up in landfill sites but that there will be less demand for the cheap products of child labour in the Third World.
"What if you only had half the wardrobe but everything in it was something you really, really loved?" Paoletti suggested. "No regrets, nothing superfluous." "You're never going to reduce your carbon footprint to zero, really. I mean, you're here," she said. "And being naked really isn't an option."
For further information on SEAI Schools Programme contact:
Education Executive, Sustainable Energy Authority of Ireland, Wilton Park House, Wilton Place, Dublin 2
Phone: 01 808 2049, email: schools@seai.ie
, web: www.seai.ie/schools

In this section you can revise what you have learned by doing one of the word searches. These will help you become more familiar with the vocabulary around Global Warming and Climate change.
We also have a section on abbreviations and acronyms which will be a handy reference point to look up any abbreviations or acronyms you come across when studying this area. You can look at the full list to learn some new ones too. There is also a word search based on the abbreviations and acronyms to help you remember them.
For further information on SEAI Schools Programme contact:
Education Executive, Sustainable Energy Authority of Ireland, Wilton Park House, Wilton Place, Dublin 2
Phone: 01 808 2049, email: schools@seai.ie
, web: www.seai.ie/schools

CARBON SINKS
COAL
FOSSIL FUEL
METHANE
C V Q R S V K S F G A I R N Y C H S N M
L P E A Q A Y N O L M U C G R H M K O V
I C G D U P B G B H O Z R N A L Y N I R
M C A M I L R E M P R E L N V O T I S C
A V J R J X D P A L N R D F T R Z S N D
T V T I B O O V L E L N P O E O Q N A T
E E Z A J O R S E S I J P A M F T O P I
C L M S E E N L U P O R L M E L A B X D
H D S I T P B D C O O P T W T U Z R E F
A E W A S A S G I T R N K O H O Q A L X
N B W J W S C X O O Y T I M A R J C A H
G M Y E O B I C T H X G I M N O C W M P
E L N K W G O O U M D I A N E C F K R H
F E V L W L C S N W Q G D N L A O C E O
R H K H D O M I C S D K E E W R A L H L
N A Q H L F O S S I L F U E L B T F T R
L K C A B D E E F E V I T I S O P V W R
A N T H R O P O G E N I C Y T N V Q O S
N O I T A T S E R O F E D S U S B S Q M
Y K S D O F Q N C V M H D T S T K G R W
CHLOROFLUOROCARBONS
DEFORESTATION
GAS
MONTREAL PROTOCOL
CLIMATE CHANGE
EMISSIONS
KYOTO PROTOCOL
NITROUS OXIDE
RENEWABLE ENERGY THERMAL EXPANSION WATER VAPOUR
For further information on SEAI Schools Programme contact:
Education Executive, Sustainable Energy Authority of Ireland, Wilton Park House, Wilton Place, Dublin 2
Phone: 01 808 2049, email: schools@seai.ie
, web: www.seai.ie/schools

D N N F S D K R P H Y O Q S H C A L Z N
N Q O O G X N I Z J G L D Y A O F A E J
Z U L I U C V I Z V O C D R V M F M V B
J A C E T S K U W L L R B V F B O R A T
R R U L L A R Z E Z O O D I B I R E W P
U E M T E L C S B E N N A B R N E H M I
N M H F Z A E I L O H Y N I B E S T I R
H C H U I I R E F B C J A O M D T O G C
E M G K D Q C F D I E N K M K H A E M M
J E R O W T S T Q L T B W A J E T G K B
L J I K R E G Q O W D A Z S F A I X Y U
A B E I T I H R V T I H R S N T O D J V
V P C T W W H O H B R Q B M Q A N Q B R
U J I U G C M J W K B E S V T N X S N P
R N P L M O O A R I Y P G F I D U Z E Y
G R E C Y C L I N G H P A G M P W K J V
N O I T A R T S E U Q E S L X O K E I T
Q L U Y L A D I T O Q V K W U W J Z Q B
A S K E N E R G Y E F F I C I E N C Y C
X G R L L E C L E U F N E G O R D Y H U
AFFORESTATION
CARBON OFFSETTING
BIODIESEL
COMBINED HEAT AND POWER
BIOMASS
ENERGY EFFICIENCY
HYDROGEN FUEL CELL NUCLEAR
RECYCLING
TIDAL WAVE
SEQUESTRATION SOLAR
WIND
RATIFICATION
For further information on SEAI Schools Programme contact:
Education Executive, Sustainable Energy Authority of Ireland, Wilton Park House, Wilton Place, Dublin 2
Phone: 01 808 2049, email: schools@seai.ie
, web: www.seai.ie/schools

N O I T I R T U N L A M V P P O K L D Z
L A N S S E N A C I R R U H V C E H N Q
N P Q E C G O X L Y M E D I S E A S E Q
O Q K V I W I L D F I R E S X A D X A M
I M M A V W S S E X A G Q C B N D M E S
T N I W M A O T B R B C H U T A U L B T
A K G T A E R S C E I O S C Y C T B E O
C O R A L R E E F B L E A C H I N G X R
I N A E A P L P F E A P R E N D S F T M
F H T H R Y I L R L M E X G N I E F R S
I X I V I R O A E I V T A O T F E Y E U
T A O Q A O S V C E I R I H O I G D M R
R F N W D U E I F N C T G F F C U I E G
E V D I O L M E C T U U I Y Q A F R W E
S B N T R O U T I L O Q P S N T E F E S
E G O I N G I C L R A J U Y B I R X A F
D M S O N O I O D T C I L F N O C Y T C
P E C E N C P E N I M A F U E N H R H Y
U E D M E G N A H C N O I T A T E G E V
G L A C I E R R E T R E A T D N I C R T
CHOLERA
DENGUE FEVER
DROUGHT
EXTREME WEATHER
CONFLICT
DESERTIFICATION
ECONOMIC IMPACT
FAMINE
GLACIER RETREAT HEATWAVES
LYMEDISEASE
MELTING ARCTIC ICE
PESTS
SEA LEVEL RISE
MALARIA
MIGRATION
POLLUTION
SOIL EROSION
ETATION CHANGE WAR WILDFIRES
For further information on SEAI Schools Programme contact:
Education Executive, Sustainable Energy Authority of Ireland, Wilton Park House, Wilton Place, Dublin 2
Phone: 01 808 2049, email: schools@seai.ie
, web: www.seai.ie/schools
CORAL REEF BLEACHING
DISEASE
EXTINCTION
FLOODING
HURRICANES
MALNUTRITION
OCEAN ACIDIFICATION
REFUGEES
STORM SURGES

E A N O B R A C O R O U L F O R D Y H E
V N P E R F L U O R O C A R B O N S D J
A G O C H L O R O P H Y L L X I R I T I
P G J I W A T E R V A P O U R R R L J L
O P N C T Q N O I T A T S E R O F E D Y
T H S I A A E P B R C L S G U R R V Z E
R O N F C F T A S A A P B L D C S A D E
A T O K F R K N R S I D F I A B B C D D
N O I T U L O V E R L A I R T S U D N I
S S T A P L N F A M X O B A O C V F S X
P Y S O L N T T E E R O S R T O U N D O
I N U Z Q B I R H V N E P O L I O Q E S
R T B O A O E R A D I T F C R I O N R U
A H M N N Z U D I V I T A C S E A N A O
T E O E G H O O O O I N A S I H A F R R
I S C Y P E X T N W O O I I T R I E F T
O I P L K I A M S E Y M L E D P E F N I
N S U N D W E T S K E F M E O A N T I N
M S U E R E H P S O M T A M T D R T N D
ABSORPTION
ATMOSPHERE
CHLOROPHYLL
C H L O R O F L U O R O C A R B O N H E
AEROSOLS
CARBON DIOXIDE
COMBUSTION
ALBEDO
CHLOROFLUOROCARBON
DEFORESTATION
EVAPOTRANSPIRATION
HYDROFLUOROCARBON
METHANE
PERFLUOROCARBONS
INDUSTRIAL REVOLUTION
NITROUS OXIDE
PHOTOSYNTHESIS
INFRARED
OZONE
RADIATION
RADIATIVE FORCING
ULTRAVIOLET
RESPIRATION
VOLCANOES
SULPHUR HEXAFLUORIDE
WATER VAPOUR
For further information on SEAI Schools Programme contact:
Education Executive, Sustainable Energy Authority of Ireland, Wilton Park House, Wilton Place, Dublin 2
Phone: 01 808 2049, email: schools@seai.ie
, web: www.seai.ie/schools

Textbooks, Reports and Websites are riddled with jargon. Many people use abbreviations and acronyms to save writing or speaking at length. Others use these to make themselves seem clever.
Try not to fall into this trap. When writing about energy and climate change always use the full wording first with the abbreviation in brackets afterwards e.g. Intergovernmental Panel on Climate
Change (IPCC). Then you can use the abbreviation in the rest of the text.
While we are about it, why not make a stand for understandable English. If anyone insists in speaking in jargon put your hand up every time an abbreviation or acronym is used and ask what they mean. This will be annoying in the short term but the world will thank you in the end.
Once you have had a chance to look over the abbreviations and acronyms why not try the abbreviations word search to test yourself?
A
AOGCM’s Atmosphere-Ocean general Circulation Models
AOSIS Alliance of Small Island States
B
BAU Business As Usual
BINGO’s Business and Industry Non Governmental Organisations
C
CAN
CAP
Climate Action Network
Common Agricultural Policy
CCS
CDM
CER
CERN
Carbon Capture and Storage
Clean Development Mechanism
Certified Emission Reduction
European Organisation for Nuclear Research
CFC Chlorofluorocarbon
CFC-11 CC13F, Trichlorofluoromethane, Freon-11
CFC-12 CCl2F2, Dichlorodifluoromethane, Freon-12
CH4
CHP
Methane
Combined Heat and Power
CSO
D
DAI
E
ENFO
Central Statistics Office
Dangerous Anthropogenic Interference
The Environmental Information Service
ENSO
EPA
El Nino – Southern Oscillation
Environmental Protection Agency
EUETS EU Emissions Trading Scheme
For further information on SEAI Schools Programme contact:
Education Executive, Sustainable Energy Authority of Ireland, Wilton Park House, Wilton Place, Dublin 2
Phone: 01 808 2049, email: schools@seai.ie
, web: www.seai.ie/schools

Euratom European Atomic Energy Community (EAEC)
F
FAO Food and Agriculture Organization
FBR Fast Reactor
G
G-7
GATT
GDP
GIS
Group of Seven (Canada, France, Germany, Italy, Japan,
United Kingdom, United States)
General Agreement on Tariffs and Trade
Gross Domestic Product
Geographic Information System
H
H2 Hydrogen
H2O Water ha Hectare
HCFC Hydrochlorofluorocarbon
HFC Hydrofluorocarbon
I
IAEA International Atomic Energy Association
IATA
IEA
International Air Transport Association
International Energy Agency
IGCC Integrated Gasification and Combined Cycle
IMF International Monetary Fund
IOC Intergovernmental Oceanographic Council
J
JUSSCANNZ Japan, US, Switzerland, Canada, Australia, New Zealand and other OECD countries.
L
M
MAT Marine Air Temperature
METEOSAT European Geostationary Meteorological Satellite
N
N2 Nitrogen
NAO
NASA
North Atlantic Oscillation
National Aeronautics and Space Administration
For further information on SEAI Schools Programme contact:
Education Executive, Sustainable Energy Authority of Ireland, Wilton Park House, Wilton Place, Dublin 2
Phone: 01 808 2049, email: schools@seai.ie
, web: www.seai.ie/schools

National Development Plan
Nuclear Energy Agency
Non Government Organisation
Ammonia
Nitrogen Dioxide
National Research Council
NDP
NEA
NGO
NH3
NO2
NRC
O
O3
OECD
Ozone
Organisation for economic Co-operation and
Development
OPEC Organisation of Petroleum Exporting Countries
R
RFI Radiative Forcing Index
RGGI Regional Greenhouse Gas Initiative
S
SO2
SST
T
Sulphur Dioxide
Sea Surface Temperature
U
UNCTAD United Nations Conference on Trade and Development
UNEP UN Environmental Programme
UNESCO UN Educational Scientific and Cultural Organisation
UNFCC UN Framework Convention on Climate Change
UNICEF UN Childrens Fund
UV Ultraviolet
V
VER Verified Emission Reduction
W
WEEE Waste Electrical and Electronic Equipment
WHO World Organisation
WTO
WWF
World Trade Organisation (successor to GATT)
Worldwide Fund for Nature (formerly World Wildlife Fund)
For further information on SEAI Schools Programme contact:
Education Executive, Sustainable Energy Authority of Ireland, Wilton Park House, Wilton Place, Dublin 2
Phone: 01 808 2049, email: schools@seai.ie
, web: www.seai.ie/schools

The world of science and business and climate change is full of acronyms and abbreviations. They can be confusing when reading a text. Now try the wordsearch.
J G I S O E B L D S I P S N T A M X X R
P U O E H C E O L H F K A I D M Z Z C G
F I S M V D S E O N R C H J S Q S X M G
I D C S W G Y E W R S X E A E E N S O I
N P C G C E N T N Z T Q B H W N U E L J
W E C U S A Q G H U E U S P A E G F V O
R V N C P A N B O D U P Z O T A I X H E
M E U H G A S N D L E H C L A O S I S C
P D C K I C K D Z I O T I O K C F M N D
I M S F P O F V A G U A Y M I B F E A S
K F A A U E X T N C B U U L I N X F O J
J C V H N Q A E G C U I A N T K T B Q S
U S E H F M C I V G U C G B F J O H S C
O U F E C I N U E I H O F U F D M T C E
A F F G C N V M R P S H K W R M Z R G W
R I O P C E P A A S A N W K T L M K U N
L A O C L I B E N L C O M A F D E Z K N
Z O R A E A I W B N P B P W C F O U R E
G D E O W N I H F I Q O Z E P R F B M T
W W X C F R D P L F D F Z N C S I K E E
For further information on SEAI Schools Programme contact:
Education Executive, Sustainable Energy Authority of Ireland, Wilton Park House, Wilton Place, Dublin 2
Phone: 01 808 2049, email: schools@seai.ie
, web: www.seai.ie/schools

Unless the nature of being a student has changed dramatically I am going to assume that the average* student still wishes to achieve the maximum results with the least amount of effort, This is not being lazy. This is a sensible and efficient approach.
So how do you go about it? I would suggest the following approaches. Please remember, these worked for me. They will probably do the same for you but as we are all different and think and learn in our own unique fashion you should modify these to suit yourself. I know this will horrify some but you really have to think for yourself.
You might begin by having a look at the pages on study and exam techniques. In addition to reading and using the information on these pages you might start working with a partner, a study buddy. Being able to explain a topic, generally means that you understand it. A study buddy should also be able to explain a topic in language you understand and with the necessary patience.
You need to study smartly. Highlighting the complete text does not help. So, what should you look at? Start with the exam questions. You will see that climate change and global warming are questions that come up on a regular basis. Really worth studying.
Before you start work on your answer, check out the marking schemes to see what exactly is required. It would be safer to give the examiner more than is required e.g. if a question requires 6
Significant Relevant Points (SRP's) give 8 SRP's. Not all examiners are the same and you should take no chances.
Next work your way through the various pages and follow the links. In this way any answer you develop will be unique to you. If you stick to the textbooks or copy a 'model' answer you are in danger of boring the examiner or being compared unfavourably to other students.
Try to keep your answer topical or up to date. You only need to do this a few times in an answer.
Have a look at the news for ideas and make sure you follow the news links on these pages.
Whatever anyone tells you it is never too late to start. However, if you are reading this for the first time in May and you have not yet started your studies, ignore that sentence. The earlier you start and the quicker you develop good study habits the better.
Try not to get sidetracked by the internet. Use the links carefully and remember that you are trying to get information to help you pass exams.
* Obviously, the fact that you found and used the SEI website and then worked your to these pages indicates that the word average in no way applies to you. It is also possible that academically you are superior in many different ways.
For further information on SEAI Schools Programme contact:
Education Executive, Sustainable Energy Authority of Ireland, Wilton Park House, Wilton Place, Dublin 2
Phone: 01 808 2049, email: schools@seai.ie
, web: www.seai.ie/schools

Leaving Certificate Geography past papers can be found at www.examinations.ie. You can also look at the marking schemes to see how each question would be marked.
To give you an idea of the types of questions that come up in Leaving cert which would be related to energy and climate change here is a list of questions to look for in past papers on this subject area.
Leaving Certificate Ordinary Level exam questions from 2006-2009.
2008-
Q1C Human Interference
Q4B Irish Regions
Q5B European Regions
Q6C Primary Activities
Q8B Renewable Energy in Ireland
Q8C The Environment
Q12C Traffic Problems
2007
Q1C Human Interference
Q2C Human Interaction
Q4B Irish Regions
Q4C European Regions
Q5A Transport in Ireland
Q5B European Regions
Q6A Employment in Ireland
Q7B Multinational Companies
Q9A Greenhouse Gas Emissions
Q9B Global Warming
Q9C Environmental Issues
Q10C Traffic Congestion
2006
Q4C Non- European Regions
Q5B European Regions
Q5C Non- European Regions
For further information on SEAI Schools Programme contact:
Education Executive, Sustainable Energy Authority of Ireland, Wilton Park House, Wilton Place, Dublin 2
Phone: 01 808 2049, email: schools@seai.ie
, web: www.seai.ie/schools

Q6B European Regions
Q6C Non- European Regions
Q7C Multinational Companies
Q9A Atmospheric CO2 and Ireland
Q9B Fossil Fuels
Q9C Human Activities and the Environment
This is a list of Energy and Climate change related exam questions from honours Geography
Leaving Certificate exam papers between 2006-2009
2008
Q1C Human Interaction
Q 4B Economic Activities
Q 5A Energy
Q 6B Ireland
Q 8B Multinational Companies
Q 8C Sustainable Development
Q 9A Economic Sectors
Q 9C Global Energy Consumption
Q13 Environment
Q15 Environment
Q16 Environment
Q23 Environment
2007
Q1C Human Interaction With Rock Cycle
Q2C Interaction With Rock Cycle
Q4C Primary Activities
Q7C Primary Activties
Q7B Secondary Economic Activity
Q7C Local and Global Interests
Q8C Globalisation and MCS's
Q9B Service Industries
Q13 Environment
Q16 Environment
2006
Q4B Manufacturing Industry
Q5A Non-Irish European Regions
Q7C Industrial Location
Q8B Local and Global Interests
Q9A Employment Structure
Q9B Multi-National Companies
Q9C Fossil Fuels
Q10B Traffic Congestion
Q13 Environment
Q14 Environment
Q18 Environment
Q22 Environment
Q23 Environment
For further information on SEAI Schools Programme contact:
Education Executive, Sustainable Energy Authority of Ireland, Wilton Park House, Wilton Place, Dublin 2
Phone: 01 808 2049, email: schools@seai.ie
, web: www.seai.ie/schools

For some students writing essays is easy, a doddle. For others, it is the stuff of nightmares. At the Leaving
Certificate level, all students can write, it is just that some find it easier than others. Writing essays is an essential skill if you are to achieve your full potential. Fortunately, it is a skill that can be learned. All you have to do is follow some simple guidelines and practise a lot. Getting a teacher or friend to review your work will also help. All you have to do is put the words that you know in an order that makes sense.
As a general guideline to essay writing I use the abbreviation WWW, WHAT, WHERE, WHY. These headings should form the skeleton upon which to build the body of your essay.
WHAT: This is a series of statements or facts with a little development.
For example: Climate Change refers to the overall changes in temperature, rainfall, wind speed etc in the atmosphere largely as a result of human activities. These activities have resulted in a global warming although changes on a local level may be cooler.
Each paragraph should one or two statements that clearly define the topic. Each statement should build logically from the one before. This will give you marks for coherence.
For example, the burning of fossil fuels, such as peat, coal, oil or gas, in energy production, factories and transport vehicles, has released large quantities of carbon dioxide into the atmosphere. The carbon dioxide acts as a greenhouse gas i.e. it traps heat in the atmosphere. The increasing levels of Carbon Dioxide has led to a Global Warming.
WHERE: This is an example or location
This should be an example of the topic under discussion. If the question involves a map or photograph, location must be given as a six figure grid reference or compass point.
If possible get into the habit of giving Irish examples. This may not always be feasible, for example
There is a Tidal Power station at La Rance in France.
WHY: This is the crucial element of your answer and the one where most students lose marks. Many students fail to fully develop or explain their points.
Any explanation must be developed logically. For example: The use of Biofuels as an alternative energy source may not be the panacea it is made out to be. While this fuel produces less greenhouse gases than fossil fuels it can lead to a lowering of food production. This is due to farmers growing the more lucrative biofuel crops in preference to food crops. In 2008, the lack of food crops such as rice and wheat was responsible for food riots in countries like Haiti and the
Philippines.
For further information on SEAI Schools Programme contact:
Education Executive, Sustainable Energy Authority of Ireland, Wilton Park House, Wilton Place, Dublin 2
Phone: 01 808 2049, email: schools@seai.ie
, web: www.seai.ie/schools

How to Write an Essay for Geography
A few key points to note:
1.
Divide the number of marks for the question by two and this will give you a rough guide to the number of points or SRP’s that are needed. For example, the 80 mark option question would require approximately 40 points of information.
2.
Remember the marks for coherence. This means that your essay must follow a logical sequence and must make sense.
3.
In an academic essay never use ‘I’ or make personal statements e.g. I think poverty is terrible.
4.
Keep the essay objective. This means that you do not use phrases like Nuclear Power is a bad thing.
5.
Only attempt an essay on a topic that you truly understand. Waffling or making up stuff is not clever.
6.
Always refer to diagrams in the text e.g. As you can be seen in the diagram above/below…….. Do not colour in your diagrams – it just wastes time.
7.
Some technical hints.
8.
Keep your sentences short. There is more chance of grammatical errors in longer sentences. You are more likely to get more SRPs for three short sentences than one long sentence.
9.
Keep your paragraphs short. Make it easy for the examiner by keeping to one topic in each paragraph. This topic should be developed clearly. A topic may be spread over several paragraphs.
10.
Skip a line between paragraphs. This makes the essay easier to read and, therefore, to mark.
11.
Keep your writing legible and clear. Always use a blue or black pen. Do not use coloured pens.
12.
Do not write in the margins.
For further information on SEAI Schools Programme contact:
Education Executive, Sustainable Energy Authority of Ireland, Wilton Park House, Wilton Place, Dublin 2
Phone: 01 808 2049, email: schools@seai.ie
, web: www.seai.ie/schools

The great thing about the Geography examinations is that the questions are usually fairly predictable. The same questions come up in varying formats every year or so. The skilled student and teacher will attempt to predict probable questions and answer them accordingly. Of course, sometimes surprises do occur and students should be ready for these with back-up answers. However, many of these surprises are nothing more than re-worded regular questions.
Another great thing about the examination is the amount of overlap between the sections of the paper and the topic of energy highlights this. Following a logical pattern it is possible to study energy sources for the Economic section, giving valuable material for many aspects of the
Regional section and lead on to the almost inevitable environmental question in the Physical section. Knowledge gained from these areas provides useful background information for both the
Map and Aerial Photograph questions, particularly in the topics of Transportation, Communication and Industrial Location. All this answers the question, 'Why study Energy'.
Some general guidelines should be given about answering successfully.
1.
Read the question carefully and answer what is asked not what you want to answer. Make sure you can answer the question before starting.
2.
Stick to the given time. This will be 40 -45 minutes depending on your plans.
3.
Answer your best question first. Read the question carefully and make sure you answer exactly what was asked and that you cover all areas asked in the question
4.
In recent years, questions have been asked in the Physical section concerning human influence on the environment. Aspects of Global Warming are almost constantly in the news and provide up to date relevant information for students.
5.
There are many aspects of the Regional question that can be answered using energy related material. Examine the mind maps to identify a few connections.
6.
In general, students should answer three points in detail. If a question is worth 100 marks, you must answer using three parts. Each of these parts should be divided into three. There are variations on this format but, so far, this is the usual pattern. Examine marking schemes that are now readily available from the department of Education.
7.
You may improve your answers through the use of diagrams. If you use these you should always refer to these in the text e.g. 'As you can see in the diagram below….'. Colour can improve the look of a diagram but use it only for outlines. Colouring in your diagrams wastes time and gains no marks. Always label (annotate) your diagram and let the examiner what your diagram means.
8.
When answering any question use the following acronym, W.W.W. or whatever your teacher favours.
• What The basic point or statement. This is worth about 2 marks e.g. Tidal Power is an alternative energy source whose potential is currently being explored.
• Where An example of the statement. In the map question this would be a six-figure grid reference. Again worth about 2 marks. e.g. The first Tidal Power station was built in La
Rance in France in 1966
• Why This is the explanation and most important part of the answer. Most of the marks are given for this part. e.g. The gravitational pull of the moon and the sun causes tides to rise and fall daily. This causes the water level to change between high and low tides. The difference in water levels is known as the tidal range and the greater the range the greater the potential for energy production etc.
For further information on SEAI Schools Programme contact:
Education Executive, Sustainable Energy Authority of Ireland, Wilton Park House, Wilton Place, Dublin 2
Phone: 01 808 2049, email: schools@seai.ie
, web: www.seai.ie/schools