Can Stratospheric Aerosol Injection Refreeze the Arctic?
Students examine whether stratospheric aerosol injection could cool the rapidly warming Arctic, and why a regional intervention would still affect the whole planet.
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Students examine whether stratospheric aerosol injection could cool the rapidly warming Arctic, and why a regional intervention would still affect the whole planet.
Students explore how communities can adapt to growing wildfire risk, then weigh the science, benefits, and risks of solar radiation management.
Students review the climate, how solar radiation modification would work, and its risks and governance; a shorter version ends in a science–policy role-play.
Students refine a climate engineering design while considering its function, feasibility, and consequences.
Lesson 3 of 5 in the Climate Engineering module.
Students learn climate engineering through five connected lessons, designing, testing, debating, and presenting their own climate solutions.
Students use a cloud-in-a-bottle experiment to explore marine cloud brightening and atmospheric processes.
Lesson 2 of 5 in the Climate Engineering module.
Students collaborate on a technology-based response to climate change while learning foundational climate engineering concepts.
Lesson 1 of 5 in the Climate Engineering module.
Students present and defend their climate engineering designs to an audience of scientists, engineers, stakeholders, or policymakers.
Lesson 5 of 5 in the Climate Engineering module.
Students use futures-thinking tools, from Futures Wheels to scenario stories, to imagine and discuss life in a world with solar radiation modification.
Students connect the history of technological innovation to climate engineering across three lessons and build their own evidence-based argument about modifying the climate.
Students explore how spraying sea salt into ocean clouds could reflect more sunlight, weigh the evidence and open questions, and consider Arctic use.
Students explore how Earth's climate system works, what drives natural and human-caused climate change, and how models and international policy respond.
Students read a published article on solar geoengineering, discuss it in a structured journal club, and draft a letter to the editor.
Students place solar radiation management within the wider climate toolkit and weigh stratospheric aerosol injection and marine cloud brightening against their risks.
Students use a Model U.N. simulation to examine social, economic, and political questions surrounding climate engineering.
Lesson 4 of 5 in the Climate Engineering module.
Students learn how climate models simulate stratospheric aerosol injection, why models disagree, and what research is needed before its effects are understood.
Students sort 75 climate intervention cards by where each begins in the Earth system and trace intended and unintended outcomes.
Students weigh the benefits and risks of reflecting sunlight to cool Earth, using climate model results and lessons from past volcanic eruptions.
Students learn to tell SRM research experiments from commercial or deployment activities, classify real cases, and debate a proposed non-use agreement.
Students weigh reflecting sunlight against termination shock, moral hazard, and geopolitical risk; a graduate version adds aerosol physics and a quantitative exercise.