From aad230efc96479c2a6486eff16ab6578b7736f8f Mon Sep 17 00:00:00 2001 From: Drew Lewis <30658947+siwelwerd@users.noreply.github.com> Date: Mon, 14 Jul 2025 15:20:34 -0700 Subject: [PATCH 1/4] Codespaces setup (#1) --- .devcontainer/devcontainer.json | 85 ++ .devcontainer/installPandoc.sh | 17 + .devcontainer/installSage.sh | 21 + .github/workflows/pretext-cli.yml | 112 ++ .github/workflows/pretext-deploy.yml | 64 + .gitignore | 107 +- codechat_config.yaml | 20 +- output/web/additional-resources.html | 707 +++++----- output/web/affine-ciphers.html | 675 +++++---- output/web/appendix_lit-review.html | 655 +++++---- output/web/backmatter.html | 655 +++++---- output/web/ch-crashcourse.html | 652 ++++----- output/web/ch-cryptography.html | 645 ++++----- output/web/ch-loans.html | 750 +++++----- .../changes-in-college-tuition-over-time.html | 713 +++++----- output/web/climate-change-background.html | 683 +++++---- output/web/climate-change-big-problem.html | 649 ++++----- output/web/climate-change-cui-bono.html | 653 +++++---- output/web/climate-change-exercises.html | 653 +++++---- ...-change-math-topic-data-visualization.html | 1007 +++++++------- ...change-math-topic-mathematical-models.html | 913 ++++++------ ...change-math-topic-scientific-notation.html | 878 ++++++------ output/web/climate-change-objectives.html | 686 +++++----- output/web/climate-change-references.html | 836 +++++------ output/web/climate-change-reflection.html | 648 ++++----- .../climate-change-solving-for-change.html | 791 ++++++----- output/web/climate-change.html | 658 +++++---- output/web/crypto-objectives.html | 732 +++++----- output/web/cui-bono-who-benefits.html | 705 +++++----- output/web/debt-big-problem.html | 691 +++++----- output/web/extensions-and-alterations.html | 747 +++++----- output/web/frequency-analysis.html | 683 +++++---- output/web/frontmatter.html | 653 ++++----- output/web/index.html | 2 +- .../knowl/KI-prop:gcd(m,n)-divides-mk.html | 20 - output/web/leg-understanding.html | 748 +++++----- output/web/legislation.html | 678 +++++---- output/web/loans-oliver.html | 163 ++- output/web/loans-solving-for-change.html | 792 +++++------ output/web/loans-wrap-up-exercise.html | 678 +++++---- output/web/lunr-pretext-search-index.js | 1115 +++++++-------- ...netflixisajokeStudentLoansPatriot2019.html | 163 ++- output/web/onramp-to-number-theory.html | 893 ++++++------ output/web/preface.html | 653 +++++---- output/web/preliminary-activity.html | 691 +++++----- output/web/qr4sj.html | 665 +++++---- output/web/reflections-and-advice.html | 653 +++++---- output/web/refs-anti-trans-leg.html | 711 +++++----- output/web/sec-leg-case-study.html | 744 +++++----- output/web/sec-leg-instructor.html | 650 ++++----- output/web/sec-leg-objectives.html | 749 +++++----- output/web/sec-leg-obtain-clean.html | 872 ++++++------ output/web/sec-leg-project.html | 663 +++++---- output/web/sec-leg-textualize.html | 910 ++++++------ output/web/sec-leg-visualize.html | 1219 ++++++++++------- output/web/sec_annotated-bib.html | 883 ++++++------ output/web/sec_crashcourse-intro.html | 705 +++++----- output/web/sec_firstch-examples.html | 904 ++++++------ output/web/sec_loans-objectives.html | 717 +++++----- output/web/sec_research-synthesis.html | 677 +++++---- output/web/student-debt-by-college-type.html | 765 +++++------ output/web/the-caesarshift-cipher.html | 720 +++++----- ...rsectional-inequities-of-student-debt.html | 847 ++++++------ project.ptx.new | 73 + publication/publication.ptx | 2 +- requirements.txt | 3 +- source/cryptography/cryptography.ptx | 4 +- source/cryptography/cryptography.tex | 4 +- source/frontmatter.ptx | 15 +- source/legislation/sec_leg-objectives.ptx | 3 +- 70 files changed, 20096 insertions(+), 19802 deletions(-) create mode 100644 .devcontainer/devcontainer.json create mode 100644 .devcontainer/installPandoc.sh create mode 100644 .devcontainer/installSage.sh create mode 100644 .github/workflows/pretext-cli.yml create mode 100644 .github/workflows/pretext-deploy.yml delete mode 100644 output/web/knowl/KI-prop:gcd(m,n)-divides-mk.html create mode 100644 project.ptx.new diff --git a/.devcontainer/devcontainer.json b/.devcontainer/devcontainer.json new file mode 100644 index 00000000..dcea3d35 --- /dev/null +++ b/.devcontainer/devcontainer.json @@ -0,0 +1,85 @@ +// This file was automatically generated with PreTeXt 2.23.0. +// If you modify this file, PreTeXt will no longer automatically update it. +// +////////////////////////////////////////////////////////////// +// +// This file provides configuration options so that a PreTeXt +// project can be edited and built using GitHub's Codespaces. +// It is recommended to keep this in your repository even if you +// do not use this feature, as it will allow other to explore +// your project easily. +// This file will be automatically generated by PreTeXt with the +// latest updates unless you remove the first comment line above. +// +/////////////////////////////////////////////////////////////// +{ + "image": "oscarlevin/pretext-full", // uses latest image from https://hub.docker.com/r/oscarlevin/pretext-full/tags + // If you don't need sagemath, you can use a smaller base image. Comment out the line above and uncomment the line below to use a smaller image. + // "image": "oscarlevin/pretext", + "features": {"ghcr.io/devcontainers/features/github-cli": {}}, + + // The pretext-full image above includes pretext, prefigure, and enough parts of latex and sagemath for most cases. If there are errors with sage, you can install the full sagemath package through Conda by running ./.devcontainer/installSage.sh, or uncommenting that line and rebuilding the container. + "postCreateCommand": { + // "install sagemath": "bash ./.devcontainer/installSage.sh", + "install pandoc": "bash ./.devcontainer/installPandoc.sh", + "mark repo as safe": "git config --global --add safe.directory $(pwd)" + }, + + + // Port forwarding + // --------------- + // This is needed by the CodeChat Server. + "forwardPorts": [ + // The port used for a Thrift connection between the VSCode CodeChat + // extension and the CodeChat Server. + 27376, + // The port used for an HTTP connection from the CodeChat Client to + // the CodeChat Server. + 27377, + // The port used by a websocket connection between the CodeChat + // Server and the CodeChat Client. + 27378 + ], + // See the [docs](https://containers.dev/implementors/json_reference/#port-attributes). + "portsAttributes": { + "27376": { + "label": "VSCode extension <-> CodeChat Server", + "requireLocalPort": true + }, + "27377": { + "label": "CodeChat Client", + "requireLocalPort": true + }, + "27378": { + "label": "CodeChat Client<->Server websocket", + "requireLocalPort": true + // This port needs to be public; however, there's no way to specify port visibility here. See `server.py` in the CodeChat Server for details. + } + }, + + + // Configure tool-specific properties. + "customizations": { + "codespaces": { + "openFiles": ["source/main.ptx"] + }, + "vscode": { + "settings": { + "editor.quickSuggestions": { + "other": "off" + }, + "files.autoSave": "onFocusChange", + "editor.snippetSuggestions": "bottom", + "xml.validation.enabled": true, + "redhat.telemetry.enabled": false, + "CodeChat.CodeChatServer.Command": "CodeChat_Server" + }, + "extensions": [ + "oscarlevin.pretext-tools", + "CodeChat.codechat", + "streetsidesoftware.code-spell-checker", + "alpinebuster.vscode-latex-table-editor" + ] + } + } +} diff --git a/.devcontainer/installPandoc.sh b/.devcontainer/installPandoc.sh new file mode 100644 index 00000000..86bc93b3 --- /dev/null +++ b/.devcontainer/installPandoc.sh @@ -0,0 +1,17 @@ +#!/usr/bin/env bash + +# This file was automatically generated with PreTeXt 2.23.0. +# If you modify this file, PreTeXt will no longer automatically update it. + +wget https://github.com/jgm/pandoc/releases/download/3.6.4/pandoc-3.6.4-1-amd64.deb -O pandoc.deb + +# wait for 60 second and then double check that no other script is using apt-get: +sleep 60 +while fuser /var/lib/dpkg/lock >/dev/null 2>&1; do + echo "Waiting for apt-get to be free..." + sleep 15 +done +# Install pandoc +sudo apt-get install -y --no-install-recommends ./pandoc.deb + +rm pandoc.deb diff --git a/.devcontainer/installSage.sh b/.devcontainer/installSage.sh new file mode 100644 index 00000000..f1c88978 --- /dev/null +++ b/.devcontainer/installSage.sh @@ -0,0 +1,21 @@ +#!/usr/bin/env bash + +# This file was automatically generated with PreTeXt 2.23.0. +# If you modify this file, PreTeXt will no longer automatically update it. + +# Conda should already be installed in the codespace. We need to add the conda-forge channel + +conda config --add channels conda-forge +conda config --set channel_priority strict + +# We don't want conda to open the base environment always: +conda config --set auto_activate_base false + +# Now create a conda environment for sage (called sage): +conda create --yes -n sage sage python=3.12 + +conda init + +echo 'conda activate sage' >> ~/.bashrc + +source ~/.bashrc diff --git a/.github/workflows/pretext-cli.yml b/.github/workflows/pretext-cli.yml new file mode 100644 index 00000000..b7dc5393 --- /dev/null +++ b/.github/workflows/pretext-cli.yml @@ -0,0 +1,112 @@ +# This file was automatically generated with PreTeXt 2.23.0. +# If you modify this file, PreTeXt will no longer automatically update it. +# +# This workflow file can be used to automatically build a project and create +# an artifact for deployment. It can also be used to deploy the project to +# GitHub Pages or Cloudflare Pages. +# +# The workflow is triggered on pull requests or can be run manually. You can uncomment +# the `push` event to have it run on pushes to the main branch as well. +name: PreTeXt-CLI Actions +on: + # Runs on pull requests + pull_request: + branches: ["*"] + ## Runs on pushes to main + #push: + # branches: ["main"] + # Runs on demand + workflow_dispatch: + +jobs: + build: + runs-on: ubuntu-latest + container: oscarlevin/pretext-full + + steps: + - name: Checkout source + uses: actions/checkout@v4 + + - name: install deps + run: pip install -r requirements.txt + + - name: install local ptx files + run: pretext --version + + - name: build deploy targets + run: | + version="$(pretext --version)" + major="$(echo $version | cut -d '.' -f 1)" + minor="$(echo $version | cut -d '.' -f 2)" + if [ "$major" -ge 2 -a "$minor" -ge 5 ]; then + echo "PreTeXt version is 2.5 or greater; using new build command" + pretext build --deploys + else + echo "PreTeXt version is less than 2.5, using old build command" + pretext build + fi + - name: stage deployment + run: pretext deploy --stage-only + + - name: Bundle output/stage as artifact + uses: actions/upload-artifact@v4 + with: + name: deploy + path: output/stage + + deploy-cloudflare: + runs-on: ubuntu-latest + needs: build + if: vars.CLOUDFLARE_PROJECT_NAME != '' + permissions: + contents: read + deployments: write + + steps: + - name: Download artifact + uses: actions/download-artifact@v4 + with: + name: deploy + path: deploy + - name: Create 404.html + run: echo "404 page not found" >> deploy/404.html + - name: Publish to Cloudflare + uses: cloudflare/pages-action@v1 + with: + apiToken: ${{ secrets.CLOUDFLARE_API_TOKEN }} + accountId: ${{ secrets.CLOUDFLARE_ACCOUNT_ID }} + projectName: ${{ vars.CLOUDFLARE_PROJECT_NAME }} + gitHubToken: ${{ secrets.GITHUB_TOKEN }} + branch: ${{ github.head_ref || github.ref_name }} + directory: deploy + + deploy-ghpages: + runs-on: ubuntu-latest + needs: build + if: vars.PTX_ENABLE_DEPLOY_GHPAGES == 'yes' && github.ref == format('refs/heads/{0}', github.event.repository.default_branch) + permissions: + contents: read + pages: write + id-token: write + concurrency: + group: "page" + cancel-in-progress: false + environment: + name: github-pages + url: ${{ steps.deployment.outputs.page_url }} + steps: + - name: Download website artifact + uses: actions/download-artifact@v4 + with: + name: deploy + path: deploy + - name: Setup GitHub Pages + id: check + uses: actions/configure-pages@v4 + - name: Upload artifact + uses: actions/upload-pages-artifact@v3 + with: + path: deploy + - name: Deploy to Github Pages + id: deployment + uses: actions/deploy-pages@v4 diff --git a/.github/workflows/pretext-deploy.yml b/.github/workflows/pretext-deploy.yml new file mode 100644 index 00000000..57901151 --- /dev/null +++ b/.github/workflows/pretext-deploy.yml @@ -0,0 +1,64 @@ +# This file was automatically generated with PreTeXt 2.23.0. +# If you modify this file, PreTeXt will no longer automatically update it. +# + +name: Build and Deploy +on: + # Currently, this workflow only runs when manually selected (the `workflow_dispatch` event). + # If you would like it to run on other events, uncomment some of the lines below. + + # # Runs on pull requests + # pull_request: + # branches: ["*"] + + # # Runs on pushes to main + # push: + # branches: ["main"] + + # # Runs every day at 00:00 UTC + # schedule: + # - cron: '0 0 * * *' + + # Runs on demand + workflow_dispatch: + +permissions: + contents: write + +jobs: + build-and-deploy: + runs-on: ubuntu-latest + container: oscarlevin/pretext-full + + steps: + - name: Checkout source + uses: actions/checkout@v4 + + - name: add gh-cli + run: | + apt-get update + apt-get install gh jq -y + + - name: setup git config + run: | + git config --global --add safe.directory $(pwd) + git config user.name "${{ github.actor }} via GitHub Actions" + git config user.email "${{ github.actor }}@github_actions.no_reply" + + - name: install deps + run: pip install -r requirements.txt --break-system-packages + + - name: install local ptx files + run: pretext --version + + - name: build deploy targets + run: pretext build --deploys + + - name: run deploy + run: pretext deploy --no-push + + - name: push gh-pages branch + run: git push origin gh-pages --force + env: + GITHUB_TOKEN: ${{ secrets.GITHUB_TOKEN }} + \ No newline at end of file diff --git a/.gitignore b/.gitignore index 99bf375c..ab5bddc5 100644 --- a/.gitignore +++ b/.gitignore @@ -1,4 +1,107 @@ -cli.log +# This file was automatically generated with PreTeXt 2.23.0. +# If you modify this file, PreTeXt will no longer automatically update it. +# +# Boilerplate list of files in a PreTeXt project for git to ignore +# ensure this file is tracked +!.gitignore + +# don't track unpublished builds or stage (note: Runestone uses `published`) +output +published + +# don't track assets generated from source +generated-assets +.cache + +# don't track the executables.ptx file +executables.ptx + +# don't track node packages +node_modules + +# don't track error logs .error_schema.log +logs + +# don't track OS related files (windows/macos/linux) .DS_Store -.vscode/ \ No newline at end of file +.DS_Store? +._* +.AppleDouble +.LSOverride +.Spotlight-V100 +.Trashes +Icon +.AppleDB +.AppleDesktop +Network Trash Folder +Temporary Items +.apdisk +Thumbs.db +Thumbs.db:encryptable +ehthumbs.db +ehthumbs_vista.db +*.stackdump +*.lnk +*.cab +*.msi +*.msix +*.msm +*.msp +[Dd]esktop.ini +.directory +.fuse_hidden* +.Trash-* +.nfs* + +# Don't include VSCode generated files +.vscode +*.code-workspace + +# Don't inlucde SublimeText files +# Cache files for Sublime Text +*.tmlanguage.cache +*.tmPreferences.cache +*.stTheme.cache + +# Workspace files are user-specific +*.sublime-workspace + +# Project files should be checked into the repository, unless a significant +# proportion of contributors will probably not be using Sublime Text +*.sublime-project + +# SFTP configuration file +sftp-config.json +sftp-config-alt*.json + +# Package control specific files +Package Control.last-run +Package Control.ca-list +Package Control.ca-bundle +Package Control.system-ca-bundle +Package Control.cache/ +Package Control.ca-certs/ +Package Control.merged-ca-bundle +Package Control.user-ca-bundle +oscrypto-ca-bundle.crt +bh_unicode_properties.cache + +# Sublime-github package stores a github token in this file +# https://packagecontrol.io/packages/sublime-github +GitHub.sublime-settings + +# Don't track common virtual environment directories +venv/ + +# Don't include Dropbox settings and caches +.dropbox +.dropbox.attr +.dropbox.cache + +# Don't track codechat config (will be generated automatically) +codechat_config.yaml + +# Don't track deprecated workflows +.github/workflows/deploy.yml +.github/workflows/test-build.yml diff --git a/codechat_config.yaml b/codechat_config.yaml index d3113995..06537e04 100644 --- a/codechat_config.yaml +++ b/codechat_config.yaml @@ -1,4 +1,16 @@ -# .. Copyright (C) 2012-2020 Bryan A. Jones. +# This file was automatically generated with PreTeXt 2.23.0. +# If you modify this file, PreTeXt will no longer automatically update it. +# +############################################################# +# +# This file allows the use of the CodeChat previewer for PreTeXt. +# Generally, there is no need to modify this file. +# It will be automatically generated by PreTeXt with the latest +# updates unless you remove the first comment line above. +# +############################################################ +# +# .. Copyright (C) 2012-2023 Bryan A. Jones. # # This file is part of the CodeChat System. # @@ -19,7 +31,7 @@ # ************************************************ # |docname| - Configuration for a CodeChat project # ************************************************ -# This file defines the configuration for a CodeChat project. It contains a working `Sphinx `_ configuration. +# This file defines the configuration for a CodeChat project. It contains a working `PreTeXt `_ configuration. # # ``source_path``: optional; defaults to ``.`` (the current directory). A path to the root of the source tree. Relative paths are rooted in the directory containing this configuration file. source_path: source @@ -32,7 +44,9 @@ output_path: output/web # - ``{project_path}``: an absolute path to the directory containing this file. # - ``{source_path}``: the ``source_path`` above, but as an absolute path. # - ``{output_path}``: the ``output_path`` above, but as an absolute path. -args: pretext build web +# - ``{sys_executable}``: the value of the running Python's `sys.executable `_. +# - ``{xml_id}``: The value of the the first ``xml:id`` attribute in the currently open file. +args: "{sys_executable} -m pretext build web --xmlid {xml_id} --no-knowls" # ``html_ext``: optional; defaults to ``.html``. The extension used by this renderer when generating HTML files. #html_ext: .html diff --git a/output/web/additional-resources.html b/output/web/additional-resources.html index 34765ff1..e245ee4f 100644 --- a/output/web/additional-resources.html +++ b/output/web/additional-resources.html @@ -5,30 +5,52 @@ - + + + + + + + Additional Resources - - - - - - - - - - - - - - - - - - - - - - - + + + + + + + + + + + + + + + -Skip to main content
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Quantitative Reasoning for Social Justice: An Active Learning Workbook

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Quantitative Reasoning for Social Justice An Active Learning Workbook

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diff --git a/output/web/affine-ciphers.html b/output/web/affine-ciphers.html index 5d978885..65feb247 100644 --- a/output/web/affine-ciphers.html +++ b/output/web/affine-ciphers.html @@ -5,30 +5,52 @@ - + + + + + + + Affine ciphers - - - - - - - - - - - - - - - - - - - - - - - + + + + + + + + + + + + + + + -Skip to main content
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Quantitative Reasoning for Social Justice: An Active Learning Workbook

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Quantitative Reasoning for Social Justice An Active Learning Workbook

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diff --git a/output/web/appendix_lit-review.html b/output/web/appendix_lit-review.html index 3abf96d6..d2290e1d 100644 --- a/output/web/appendix_lit-review.html +++ b/output/web/appendix_lit-review.html @@ -5,30 +5,52 @@ - + + + + + + + Teaching Mathematics with an Equity Framework (A Literature Review) - - - - - - - - - - - - - - - - - - - - - - - + + + + + + + + + + + + + + + -Skip to main content
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Quantitative Reasoning for Social Justice: An Active Learning Workbook

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diff --git a/output/web/backmatter.html b/output/web/backmatter.html index a8fbaf33..dd009c5b 100644 --- a/output/web/backmatter.html +++ b/output/web/backmatter.html @@ -5,30 +5,52 @@ - + + + + + + + Backmatter - - - - - - - - - - - - - - - - - - - - - - - + + + + + + + + + + + + + + + -Skip to main content
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Quantitative Reasoning for Social Justice: An Active Learning Workbook

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diff --git a/output/web/ch-crashcourse.html b/output/web/ch-crashcourse.html index 8a7f7edf..4dfd84fc 100644 --- a/output/web/ch-crashcourse.html +++ b/output/web/ch-crashcourse.html @@ -5,30 +5,52 @@ - + + + + + + + A Crash Course: Incorporating Social Justice into Postsecondary Math - - - - - - - - - - - - - - - - - - - - - - - + + + + + + + + + + + + + + + -Skip to main content
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diff --git a/output/web/ch-cryptography.html b/output/web/ch-cryptography.html index 0043e4a6..c6d6863e 100644 --- a/output/web/ch-cryptography.html +++ b/output/web/ch-cryptography.html @@ -5,30 +5,52 @@ - + + + + + + + Secret Codes & the NSA - - - - - - - - - - - - - - - - - - - - - - - + + + + + + + + + + + + + + + -Skip to main content
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diff --git a/output/web/ch-loans.html b/output/web/ch-loans.html index 1b7a7e28..a5c7fdfc 100644 --- a/output/web/ch-loans.html +++ b/output/web/ch-loans.html @@ -5,30 +5,52 @@ - + + + + + + + The Staggering & Inequitable Burden of Student Loans - - - - - - - - - - - - - - - - - - - - - - - + + + + + + + + + + + + + + + -Skip to main content
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diff --git a/output/web/changes-in-college-tuition-over-time.html b/output/web/changes-in-college-tuition-over-time.html index 598d0649..13261b50 100644 --- a/output/web/changes-in-college-tuition-over-time.html +++ b/output/web/changes-in-college-tuition-over-time.html @@ -5,30 +5,52 @@ - + + + + + + + Changes in College Tuition over Time - - - - - - - - - - - - - - - - - - - - - - - + + + + + + + + + + + + + + + -Skip to main content
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diff --git a/output/web/climate-change-background.html b/output/web/climate-change-background.html index 24f49865..da2dba9f 100644 --- a/output/web/climate-change-background.html +++ b/output/web/climate-change-background.html @@ -5,30 +5,52 @@ - + + + + + + + Understanding the Issue - - - - - - - - - - - - - - - - - - - - - - - + + + + + + + + + + + + + + + -Skip to main content
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diff --git a/output/web/climate-change-big-problem.html b/output/web/climate-change-big-problem.html index eeb3c05f..ecf49bf3 100644 --- a/output/web/climate-change-big-problem.html +++ b/output/web/climate-change-big-problem.html @@ -5,30 +5,52 @@ - + + + + + + + Big Problem: What is the best way to reduce greenhouse gas emissions? - - - - - - - - - - - - - - - - - - - - - - - + + + + + + + + + + + + + + + -Skip to main content
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diff --git a/output/web/climate-change-cui-bono.html b/output/web/climate-change-cui-bono.html index 3d5cdf99..784f3123 100644 --- a/output/web/climate-change-cui-bono.html +++ b/output/web/climate-change-cui-bono.html @@ -5,30 +5,52 @@ - + + + + + + + Cui Bono - Who Benefits? - - - - - - - - - - - - - - - - - - - - - - - + + + + + + + + + + + + + + + -Skip to main content
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Quantitative Reasoning for Social Justice: An Active Learning Workbook

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diff --git a/output/web/climate-change-math-topic-data-visualization.html b/output/web/climate-change-math-topic-data-visualization.html index f919db57..afebcdb2 100644 --- a/output/web/climate-change-math-topic-data-visualization.html +++ b/output/web/climate-change-math-topic-data-visualization.html @@ -5,30 +5,52 @@ - + + + + + + + Data Visualization - - - - - - - - - - - - - - - - - - - - - - - + + + + + + + + + + + + + + + -Skip to main content
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Quantitative Reasoning for Social Justice: An Active Learning Workbook

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Quantitative Reasoning for Social Justice An Active Learning Workbook

Kenan Ince, Bianca Thompson

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One example of accessibility is the creation of data sonifications - like a visualization, but with sound. The online graphing calculator Desmos, for example, has a feature called Audio Trace
 78 
www.desmos.com/accessibility#audio-trace
which allows users to hear a graph in the graphing calculator. The sound moves across stereo speakers from left to right, and increases in pitch as the graph increases (with static added when it’s negative). This allows visually-impaired people the opportunity to hear the same patterns that others can see in the graph.
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A powerful climate change sonification from the Center for Computer Research in Music and Acoustics at Stanford University is "shown" in Figure 4.6.34. In this sonification, which starts roughly 400 years ago, the CO2 levels in the atmosphere provide the pitch for a background tone, while a strumming guitar sound gets louder and higher in pitch as temperature anomalies increase. The result is a haunting sound which becomes more and more urgent as time approaches the present - just like the climate crisis.
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Figure 4.6.34. Climate data from the past 400 years as a single sound file. The pitch of the background tone rises as carbon dioxide in the atmosphere increases, while the plucked sound of the guitar increases in volume and pitch as global temperatures increase. [4.11.1.31]
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diff --git a/output/web/climate-change-math-topic-mathematical-models.html b/output/web/climate-change-math-topic-mathematical-models.html index 8b84bcc0..e4dd24ea 100644 --- a/output/web/climate-change-math-topic-mathematical-models.html +++ b/output/web/climate-change-math-topic-mathematical-models.html @@ -5,30 +5,52 @@ - + + + + + + + Mathematical Models - - - - - - - - - - - - - - - - - - - - - - - + + + + + + + + + + + + + + + -Skip to main content
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Quantitative Reasoning for Social Justice: An Active Learning Workbook

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Kenan Ince, Bianca Thompson

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diff --git a/output/web/climate-change-math-topic-scientific-notation.html b/output/web/climate-change-math-topic-scientific-notation.html index 5cf8b2e6..774da72e 100644 --- a/output/web/climate-change-math-topic-scientific-notation.html +++ b/output/web/climate-change-math-topic-scientific-notation.html @@ -5,30 +5,52 @@ - + + + + + + + Scientific Notation and Number Sense - - - - - - - - - - - - - - - - - - - - - - - + + + + + + + + + + + + + + + -Skip to main content
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Quantitative Reasoning for Social Justice: An Active Learning Workbook

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Quantitative Reasoning for Social Justice An Active Learning Workbook

Kenan Ince, Bianca Thompson

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🔗
To put a number into scientific notation, we first figure out what the place is of the first nonzero digit. Each place in a number corresponds to a power of 10 - for example, the hundreds place corresponds to \(10^2 = 100\text{,}\) while the millions place corresponds to \(10^6 = 1,000,000\text{.}\) If \(n > 0\text{,}\) then \(10^n\) is a 1 followed by \(n\) 0s. The ones place is \(10^0 = 1\text{.}\)
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For negative values of \(n\text{,}\) we get decimals. For example, \(10^{-1} = \frac{1}{10^1} = 0.1\text{,}\) one-tenth. \(10^{-3} = \frac{1}{10^3} = 0.001\text{,}\) one one-thousandth.
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To do arithmetic with numbers in scientific notation, you proceed differently depending on what you’re doing.
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To multiply/divide numbers in scientific notation, you can divide both the decimal part and the exponent part separately.
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To add or subtract numbers in scientific notation, you’ll need to write them both with the same power (use whichever power is larger), and then add or subtract the decimal parts.
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If you end up with a zero in front of the decimal, you’ll need to move the decimal place over one or more places:
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Try this yourself in the examples below. Don’t worry about rounding - we’ll talk about how to decide how many decimal places to round to in the next section.
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Example 4.5.3. -

Find the product of \(2.23*10^3\) and \(4.25*10^{-4}\text{.}\)
-Solution.
+Find the product of \(2.23*10^3\) and \(4.25*10^{-4}\text{.}\)
Solution.
+
\begin{equation*} (2.23*4.25)*(10^3*10^{-4}) = 9.48*10^{-1} \end{equation*} -
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Example 4.5.4. -

Find the sum of \(5.72*10^5\) and \(6.43*10^6\text{.}\)
-Solution.
+Find the sum of \(5.72*10^5\) and \(6.43*10^6\text{.}\)
Solution.
+
\begin{equation*} 0.572*10^6 + 6.43*10^6 = 7.00*10^6 \end{equation*} -
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-Subsection 4.5.3 Significant figures +

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+Subsection 4.5.3 Significant figures

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When working with numbers with lots of decimal digits, how many digits should you keep? This is the idea behind signficant figures.
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+
When working with numbers with lots of decimal digits, how many digits should you keep? This is the idea behind signficant figures.
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+

Definition 4.5.5. Significant Figures. -

The number of significant figures or significant digits in a number which has been rounded is the total number of digits written, minus any leading zeros (zeros written before the first non-zero digit). Numbers that have not been rounded have an infinite number of significant figures.
For example, the number 123.4567 has 7 significant digits, but so does the number 0.0001234567. The number 1.234567000 has 10 significant digits, because we count the zeros which aren’t leading zeros.
-

+

+
The number of significant figures or significant digits in a number which has been rounded is the total number of digits written, minus any leading zeros (zeros written before the first non-zero digit). Numbers that have not been rounded have an infinite number of significant figures.
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For example, the number 123.4567 has 7 significant digits, but so does the number 0.0001234567. The number 1.234567000 has 10 significant digits, because we count the zeros which aren’t leading zeros.
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+

Example 4.5.6. -

The population of the United States was 328,239,523 in 2019 [4.11.1.43]. How many significant digits does this number have?
-Solution.
There are 9 significant digits here.
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In a number written in scientific notation, we count the significant digits the same way. For example, the number \(1.2345*10^{-3}\) has 5 significant digits (notice that this is the same as if we had written it as \(0.0012345\)).
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+

The population of the United States was 328,239,523 in 2019 [4.11.1.43]. How many significant digits does this number have?
Solution.
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There are 9 significant digits here.
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In a number written in scientific notation, we count the significant digits the same way. For example, the number \(1.2345*10^{-3}\) has 5 significant digits (notice that this is the same as if we had written it as \(0.0012345\)).
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Example 4.5.7.

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The United States emitted the equivalent of \(6.558*10^9\) metric tons of carbon dioxide in greenhouse gases during 2019 [4.11.1.44]. How many significant figures are there in this number?
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-Solution.
There are 4 significant figures.
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The United States emitted the equivalent of \(6.558*10^9\) metric tons of carbon dioxide in greenhouse gases during 2019 [4.11.1.44]. How many significant figures are there in this number?
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Solution.
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There are 4 significant figures.
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Significant figures are important because they tell us how accurate numbers are. Say we wanted to know what the average CO2 emissions per person were in the United States. We can take the numbers we had in the last two examples and divide:
\begin{equation*} @@ -547,42 +570,57 @@

Quantitative Reason \end{equation*}

The calculator produces a number of digits here, but how can we know how many values to round to? Significant figures give us a way to decide this.
+
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When multiplying or dividing two numbers, round to the smaller number of significant digits.
-
When adding or subtracting two numbers, round to the smaller number of decimal places (significant figures after the decimal point).
For our example above, since the population number has 9 significant digits, and the CO2 emissions only has 4, we will round to 4 decimal places and say that the emissions per person is \(19.98\) metric tons per person. Compare this to what we do when we subtract.
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Say we want to know how many more tons of CO2 equivalents per person were emitted in the US than in China. In 2019, China had \(1.3902*10^{10}\) (5 significant figures) of CO2 equivalent emissions [4.11.1.45], and the population was 1,433,783,686 (10 significant figures) [4.11.1.46]. So in China, the emissions per person were
-
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When multiplying or dividing two numbers, round to the smaller number of significant digits.
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When adding or subtracting two numbers, round to the smaller number of decimal places (significant figures after the decimal point).
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For our example above, since the population number has 9 significant digits, and the CO2 emissions only has 4, we will round to 4 decimal places and say that the emissions per person is \(19.98\) metric tons per person. Compare this to what we do when we subtract.
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Say we want to know how many more tons of CO2 equivalents per person were emitted in the US than in China. In 2019, China had \(1.3902*10^{10}\) (5 significant figures) of CO2 equivalent emissions [4.11.1.45], and the population was 1,433,783,686 (10 significant figures) [4.11.1.46]. So in China, the emissions per person were
+
\begin{equation*} \frac{1.3902*10^10}{1,433,783,686} = 9.6960232814... \end{equation*}
Since we’re dividing, we keep 5 significant figures and get \(9.69602\) tons of CO2 equivalent emissions per person. If we want to know how many more tons are emitted per person in the US, we subtract:
-
+
\begin{equation*} 19.98 - 9.9602 = 10.0198 \end{equation*}
Since we are subtracting, we take the lesser of the significant figures after the decimal - 2 in this case. So we round the answer to 10.02 metric tons more per person.
+
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What’s that big ‘E’ on my calculator? You’ve probably seen an output like this before on your calculator.
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What’s that big ‘E’ on my calculator? You’ve probably seen an output like this before on your calculator.
-
The second line might look really complicated, but this is just the way your calculator was programmed to write numbers in scientific notation. The product of 315,246 and 134,512,361 is too big to fit all of it on the calculator screen in one line. So, the calculator programmers decided to represent that product using scientific notation. 4.240448376E13 means the same thing as \(4.240448376 * 10^{13}\text{.}\) +
The second line might look really complicated, but this is just the way your calculator was programmed to write numbers in scientific notation. The product of 315,246 and 134,512,361 is too big to fit all of it on the calculator screen in one line. So, the calculator programmers decided to represent that product using scientific notation. 4.240448376E13 means the same thing as \(4.240448376 * 10^{13}\text{.}\)
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But, not all calculators use ‘E’ to describe very large or very small numbers. Desmos provides an online scientific calculator 70  that anyone can use. If you try to add, subtract, multiply, or divide two numbers with more than 9 digits, Desmos will automatically write them in scientific notation. Instead of using the capital E, Desmos writes scientific notation the same way that we’ve seen.
-
An important note: There are other symbols that you might see sometimes on your calculator that look similar to this capital E, but they actually mean very different things.
-
    -
  • -\(e\text{:}\) The lowercase e is a number that is important for lots of applications of mathematics. The name of this number is the same as the name of the letter: e. It is equal to about 2.71828, and should not be confused with the scientific notation symbol.
    • -
  • -\(\Sigma\text{:}\)This symbol, which looks like a sideways W, is called ‘sigma’. Sigma is a Greek letter, and it is sometimes used in mathematics to talk about addition.
    • -
www.desmos.com/scientific
+
But, not all calculators use ‘E’ to describe very large or very small numbers. Desmos provides an online scientific calculator
 70 
www.desmos.com/scientific
that anyone can use. If you try to add, subtract, multiply, or divide two numbers with more than 9 digits, Desmos will automatically write them in scientific notation. Instead of using the capital E, Desmos writes scientific notation the same way that we’ve seen.
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-<Prev^TopNext> +
An important note: There are other symbols that you might see sometimes on your calculator that look similar to this capital E, but they actually mean very different things.
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    +\(e\text{:}\) The lowercase e is a number that is important for lots of applications of mathematics. The name of this number is the same as the name of the letter: e. It is equal to about 2.71828, and should not be confused with the scientific notation symbol.
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    +\(\Sigma\text{:}\)This symbol, which looks like a sideways W, is called ‘sigma’. Sigma is a Greek letter, and it is sometimes used in mathematics to talk about addition.
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diff --git a/output/web/climate-change-objectives.html b/output/web/climate-change-objectives.html index 0ca7c427..362e2ce4 100644 --- a/output/web/climate-change-objectives.html +++ b/output/web/climate-change-objectives.html @@ -5,30 +5,52 @@ - + + + + + + + Objectives - - - - - - - - - - - - - - - - - - - - - - - + + + + + + + + + + + + + + + -Skip to main content
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Quantitative Reasoning for Social Justice: An Active Learning Workbook

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Quantitative Reasoning for Social Justice An Active Learning Workbook

Kenan Ince, Bianca Thompson

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Quantitative Reasoning for Social Justice: An Active Learning Workbook

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Quantitative Reasoning for Social Justice An Active Learning Workbook

Kenan Ince, Bianca Thompson

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  • A circle divided into wedges, with each wedge proportional in size to the percentage of the Great Britain population who own 0, 1, 2, 3, 4, or 5 or more vehicles. The percentages also appear on the graph. The data shown in the chart is the Great Britain data from the table below:
    Table 4.11.3.
    +
  • A circle divided into wedges, with each wedge proportional in size to the percentage of the Great Britain population who own 0, 1, 2, 3, 4, or 5 or more vehicles. The percentages also appear on the graph. The data shown in the chart is the Great Britain data from the table below:
    Table 4.11.3.
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    • @@ -601,9 +662,9 @@

    Quantitative Reason

    -
    Percentage of Households1% 2%
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  • Two bars, one for the United States and one for Great Britain. Each bar is divided proportionally using the number of households with 0, 1, 2, 3, 4, or 5 or more vehicles in each country. The data shown in the chart is the data in this table:
    Table 4.11.4.
    +
  • Two bars, one for the United States and one for Great Britain. Each bar is divided proportionally using the number of households with 0, 1, 2, 3, 4, or 5 or more vehicles in each country. The data shown in the chart is the data in this table:
    Table 4.11.4.
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    • @@ -643,19 +704,26 @@

    Quantitative Reason

    -
    Percentage of Households1% 2%
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  • A stacked 100% line chart, with years from 1750 to present on the x-axis, and percentage of total historical global CO2 emissions from 1750 to that year on the y-axis. Different colors denote the different regions of the world. The data shown in the chart is available at [4.11.1.49] -
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  • A stacked 100% line chart, with years from 1750 to present on the x-axis, and percentage of annual global CO2 emissions from 1750 to that year on the y-axis. Different colors denote the different regions of the world. The data shown in the chart is available at [4.11.1.50] -
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    A stacked 100% line chart, with years from 1750 to present on the x-axis, and percentage of total historical global CO2 emissions from 1750 to that year on the y-axis. Different colors denote the different regions of the world. The data shown in the chart is available at [4.11.1.49] +
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    A stacked 100% line chart, with years from 1750 to present on the x-axis, and percentage of annual global CO2 emissions from 1750 to that year on the y-axis. Different colors denote the different regions of the world. The data shown in the chart is available at [4.11.1.50] +
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    diff --git a/output/web/climate-change-reflection.html b/output/web/climate-change-reflection.html index e647f0ed..30df0d5e 100644 --- a/output/web/climate-change-reflection.html +++ b/output/web/climate-change-reflection.html @@ -5,30 +5,52 @@ - + + + + + + + Reading Questions - - - - - - - - - - - - - - - - - - - - - - - + + + + + + + + + + + + + + + -Skip to main content
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    Quantitative Reasoning for Social Justice An Active Learning Workbook

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    Quantitative Reasoning for Social Justice: An Active Learning Workbook

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    Quantitative Reasoning for Social Justice An Active Learning Workbook

    Kenan Ince, Bianca Thompson

    -
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    -
    🔗
    What are the factors that should be used in deciding how much each country should reduce emissions? Should the population of the country play a role in making this decision? What about the overall wealth and how developed the country is? Should larger countries, like India and China, that are still developing be allowed to reduce emissions less than well-developed regions like the USA and Europe? The effects of global warming are also unevenly distributed, with low-lying, typhoon-prone countries in Oceania and drought-prone & desertifying countries in Africa being hardest hit. These regions have lower emissions (Oceania’s total is skewed up by the presence of Australia and New Zealand, both highly developed countries with higher emissions). Should they be asked to make the same sacrifices as other nations in terms of cutting emissions, when they will also need to be dealing with the other consequences of global warming? All of these are questions that mathematics can help us understand, by allowing us to compare the quantities involved, and the consequences of changing those quantities.
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    +Subsection 4.8.2 What are the strategies for reducing emissions?

    -
    You may have heard of the carbon footprint, a particular individual’s contribution to the carbon dioxide in the atmosphere. The idea of a carbon footprint is that each individual is responsible for their part of the greenhouse gas emission problem, and that they should do their part to help fix it. The Cool Climate Calculator 79  from the University of California at Berkeley is one such carbon footprint calculator. The Cool Climate Calculator estimates how much carbon you personally produce, from sources such as driving, electricity, and foods you eat. It then provides suggestions for how you can reduce you carbon footprint, by doing things like driving less, carpooling, buying more efficient appliances, or becoming a vegetarian.
    -
    The idea of using carbon footprints to reduce emissions is that if everyone were aware of how much carbon they used, and made small changes, then our overall carbon use would go down. For example, livestock - animals raised for meat and other food products like milk - are estimated to make up 14.5% of global greenhouse gas emissions [4.11.1.54]. Therefore, if everyone in the world switched to a vegan diet, those emissions would be reduced - though not eliminated, since they would be replaced by the emissions necessary to feed everyone a vegan diet instead.
    -
    Of course, getting everyone in the world to switch to a vegan diet would be very challenging. Individual actions to reduce emissions, like changing diet, buying more fuel-efficient vehicles, and switching to LED light bulbs do have an effect on overall emissions, but that effect is small. Effective climate change mitigation requires that these changes be made on a much larger scale.
    -
    The global pandemic, which shuttered businesses and reduced driving and energy use across the world, reduced carbon emissions into the atmosphere by only 5.4% [4.11.1.56]. Experts estimate that we would need to reduce emissions by about 10 times that in order to keep global warming to 2 degrees Centigrade above pre-industrial levels. [4.11.1.57]. If you think about how your life changed during the pandemic, imagine having to make similarly dramatic changes every year for 10 years to get a sense of how much you would need to change your life to solve this problem - and not only would you need to do it, but you would need to get everyone else to agree to do it too.
    -
    While the carbon footprint encourages individuals to make change in their own lives, other solutions focus on making broader change across entire countries or across the world. For example, another way to reduce emissions from livestock production would be to increases taxes and fees on meat production, encouraging people to eat less. The most effective ways to reduce emissions from driving - estimated to make up 25% of US emissions [4.11.1.55] include requiring cars to have higher gas mileage, increasing the cost of gasoline, and developing better public transit.
    -
    By looking at the problem from a mathematical perspective, we can start to get an appreciation for the scale of the problem and which solutions will be most effective at solving it. The United Nations Environmental Programme has an interactive infographic on a Six Sector Solution for Climate Change 80  which talks about the way that the solutions must balance individual and government action.
    -

    +
    You may have heard of the carbon footprint, a particular individual’s contribution to the carbon dioxide in the atmosphere. The idea of a carbon footprint is that each individual is responsible for their part of the greenhouse gas emission problem, and that they should do their part to help fix it. The Cool Climate Calculator
     79 
    coolclimate.berkeley.edu/calculator
    from the University of California at Berkeley is one such carbon footprint calculator. The Cool Climate Calculator estimates how much carbon you personally produce, from sources such as driving, electricity, and foods you eat. It then provides suggestions for how you can reduce you carbon footprint, by doing things like driving less, carpooling, buying more efficient appliances, or becoming a vegetarian.
    🔗
    +
    +
    The idea of using carbon footprints to reduce emissions is that if everyone were aware of how much carbon they used, and made small changes, then our overall carbon use would go down. For example, livestock - animals raised for meat and other food products like milk - are estimated to make up 14.5% of global greenhouse gas emissions [4.11.1.54]. Therefore, if everyone in the world switched to a vegan diet, those emissions would be reduced - though not eliminated, since they would be replaced by the emissions necessary to feed everyone a vegan diet instead.
    🔗
    +
    +
    Of course, getting everyone in the world to switch to a vegan diet would be very challenging. Individual actions to reduce emissions, like changing diet, buying more fuel-efficient vehicles, and switching to LED light bulbs do have an effect on overall emissions, but that effect is small. Effective climate change mitigation requires that these changes be made on a much larger scale.
    🔗
    +
    +
    The global pandemic, which shuttered businesses and reduced driving and energy use across the world, reduced carbon emissions into the atmosphere by only 5.4% [4.11.1.56]. Experts estimate that we would need to reduce emissions by about 10 times that in order to keep global warming to 2 degrees Centigrade above pre-industrial levels. [4.11.1.57]. If you think about how your life changed during the pandemic, imagine having to make similarly dramatic changes every year for 10 years to get a sense of how much you would need to change your life to solve this problem - and not only would you need to do it, but you would need to get everyone else to agree to do it too.
    🔗
    +
    +
    While the carbon footprint encourages individuals to make change in their own lives, other solutions focus on making broader change across entire countries or across the world. For example, another way to reduce emissions from livestock production would be to increases taxes and fees on meat production, encouraging people to eat less. The most effective ways to reduce emissions from driving - estimated to make up 25% of US emissions [4.11.1.55] include requiring cars to have higher gas mileage, increasing the cost of gasoline, and developing better public transit.
    🔗
    +
    +
    By looking at the problem from a mathematical perspective, we can start to get an appreciation for the scale of the problem and which solutions will be most effective at solving it. The United Nations Environmental Programme has an interactive infographic on a Six Sector Solution for Climate Change
     80 
    www.unep.org/interactive/six-sector-solution-climate-change/
    which talks about the way that the solutions must balance individual and government action.
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    +

    Checkpoint 4.8.6.

    -
    Which sector does the UN identify as the one where emissions can be cut the most? What are some strategies that they suggest to accomplish this?
    -Solution.
    The UN document identifies Energy as the sector where the most change can be accomplished, and suggests repealing policies which benefit the fossil fuel industry, introducing policies to support renewable energy, and reducing individual energy consumption.

    -Subsection 4.8.3 Consequences of Failing to Act +
    Which sector does the UN identify as the one where emissions can be cut the most? What are some strategies that they suggest to accomplish this?
    🔗
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    Solution.
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    🔗

    +Subsection 4.8.3 Consequences of Failing to Act

    -
    The Intergovernmental Panel on Climate Change (IPCC) has built mathematical models - like the ones we studied in Section 4.7, but much more complicated - to predict how much global temperatures will rise in the future. These models are referred to as Representative Concentration Pathways (RPC), because they represent how the concentration of CO\(_2\) will change throughout the future [4.11.1.59]. These models range from RCP2.6, in which humans manage to limit global warming to an average of 1.5 degrees Celsius, to RCP4.5 with an increase of 2.4 degrees celsius, RCP6.0 with an increase of 3 degrees, and RCP8.5, in which humans continue to increase emissions as we have been for centuries, with global warming on average of 4.9 degrees Celsius by the year 2100 (and more beyond that).
    -
    These mathematical models are built the same way that the ones in Section 4.7 are - using the physical properties of greenhouse gases. Because they also depend upon assumptions about complicated climatological process, like the role of melting sea ice in cooling the Earth or how the warming sea levels reduce the carbon capacity of plankton in the ocean, the predicted warming can vary greatly in a particular model. The RCP8.5 model, for example, predicts global warming of 4.9 degrees by 2100, but with a margin of error around 1.3 degrees [4.11.1.60]. This means that the modelers are confident (in this case, 90% confident) that the actual sea level rise in this scenario would be between \(4.9 - 1.3 = 3.6\) and \(4.9 + 1.3 = 6.2\) degrees Celsius. This would produce a corresponding global sea rise of 0.53 to 1.78 meters (1.74 to 5.84 feet).
    -
    This sea level rise would not be evenly distributed, because colder water is more dense than warm water. For example, water around Antarctica and Greenland would actually cool, because of the melting ice contributed by a warmer climate. Water in warmer areas would expand more. Table 4.8.7, from [4.11.1.60], gives lower, median, and upper estimates of the amount of sea level rise that different cities will experience under three scenarios - when warming is limited to 2℃, 4℃, and 5℃ by 2100.
    -
    Table 4.8.7.
    +
    The Intergovernmental Panel on Climate Change (IPCC) has built mathematical models - like the ones we studied in Section 4.7, but much more complicated - to predict how much global temperatures will rise in the future. These models are referred to as Representative Concentration Pathways (RPC), because they represent how the concentration of CO\(_2\) will change throughout the future [4.11.1.59]. These models range from RCP2.6, in which humans manage to limit global warming to an average of 1.5 degrees Celsius, to RCP4.5 with an increase of 2.4 degrees celsius, RCP6.0 with an increase of 3 degrees, and RCP8.5, in which humans continue to increase emissions as we have been for centuries, with global warming on average of 4.9 degrees Celsius by the year 2100 (and more beyond that).
    🔗
    +
    +
    These mathematical models are built the same way that the ones in Section 4.7 are - using the physical properties of greenhouse gases. Because they also depend upon assumptions about complicated climatological process, like the role of melting sea ice in cooling the Earth or how the warming sea levels reduce the carbon capacity of plankton in the ocean, the predicted warming can vary greatly in a particular model. The RCP8.5 model, for example, predicts global warming of 4.9 degrees by 2100, but with a margin of error around 1.3 degrees [4.11.1.60]. This means that the modelers are confident (in this case, 90% confident) that the actual sea level rise in this scenario would be between \(4.9 - 1.3 = 3.6\) and \(4.9 + 1.3 = 6.2\) degrees Celsius. This would produce a corresponding global sea rise of 0.53 to 1.78 meters (1.74 to 5.84 feet).
    🔗
    +
    +
    This sea level rise would not be evenly distributed, because colder water is more dense than warm water. For example, water around Antarctica and Greenland would actually cool, because of the melting ice contributed by a warmer climate. Water in warmer areas would expand more. Table 4.8.7, from [4.11.1.60], gives lower, median, and upper estimates of the amount of sea level rise that different cities will experience under three scenarios - when warming is limited to 2℃, 4℃, and 5℃ by 2100.
    🔗
    +
    +
    Table 4.8.7.
    🔗
    @@ -762,42 +743,46 @@

    Quantitative Reason

    -
    City 2 °C0.73 1.87
    The Coastal Risk Screening Tool 81  by Climate Central allows you to see maps of different cities after sea levels have risen. For example, this map shows the New York City area with 2.2m of sea level rise 82 , the upper limit of the sea level rise estimated in [4.11.1.60]. You can see that large parts of the area are underwater, including Newark and LaGuardia International Airports, Coney Island, and large parts of downtown Manhattan, including the World Trade Center. The densely populated city of Guangzhou, China, would suffer even more under the worst-case scenario of 1.99 m of sea level rise 83 .
    -

    +

    The Coastal Risk Screening Tool
     81 
    coastal.climatecentral.org/
    by Climate Central allows you to see maps of different cities after sea levels have risen. For example, this map shows the New York City area with 2.2m of sea level rise
     82 
    coastal.climatecentral.org/map/12/-74.0854/40.6792/?theme=water_level&map_type=water_level_above_mhhw&basemap=roadmap&contiguous=true&elevation_model=best_available&refresh=true&water_level=2.2&water_unit=m
    , the upper limit of the sea level rise estimated in [4.11.1.60]. You can see that large parts of the area are underwater, including Newark and LaGuardia International Airports, Coney Island, and large parts of downtown Manhattan, including the World Trade Center. The densely populated city of Guangzhou, China, would suffer even more under the worst-case scenario of 1.99 m of sea level rise
     83 
    coastal.climatecentral.org/map/11/113.5688/22.784/?theme=water_level&map_type=water_level_above_mhhw&basemap=roadmap&contiguous=true&elevation_model=best_available&refresh=true&water_level=2.0&water_unit=m
    .
    🔗
    +
    +

    Checkpoint 4.8.8.

    -
    What would London look like with the median sea level rise from 5℃ of global warming?
    -Hint.
    The median sea level rise from 5℃ of global warming is 0.78m, so we can round to 0.8m.
    -Solution.
    Putting this into the map, we get the following map of London 84 . Substantial parts of South London would be under water, and even more of the port areas east of the city.

    +
    What would London look like with the median sea level rise from 5℃ of global warming?
    🔗
    +
    +
    Hint.
    🔗
    Solution.
    +
    Putting this into the map, we get the following map of London
     84 
    coastal.climatecentral.org/map/10/-0.1016/51.5289/?theme=water_level&map_type=water_level_above_mhhw&basemap=roadmap&contiguous=true&elevation_model=best_available&refresh=true&water_level=0.8&water_unit=m
    . Substantial parts of South London would be under water, and even more of the port areas east of the city.
    🔗
    +
    +
    🔗
    +
    🔗

    Checkpoint 4.8.9.

    -
    The article [4.11.1.60] gives sea level rise figures for 136 coastal cities in Table S2. Find the median sea level rise in Miami if global warming is 5℃ by 2100. How does this compare to the median sea level rise if global warming is limited to 2℃ by 2100?
    -Hint.
    The median sea level rise with 5℃ is 0.86 m. With 2℃ it is 0.22 m.
    -Solution.
    -
    With 0.9 m of sea level rise, substantial parts of Miami Beach and areas around the river will be flooded, as seen in this map of Miami 85 .
    With 0.2 m of sea level rise, only small coastal areas will flood, as seen in this map of Miami 86 .
    -
    Of course, all of these sea level rise calculations only account for the level of the sea under normal conditions. Other factors, like tides and winds, especially the storm surge from hurricanes, can produce temporarily much higher sea levels. Cities like Miami already experience flooding during high tides, which can reach as high as 1.2 m above current sea level [4.11.1.61]. Global warming will increase the frequency and amplitude of these high tides, making the flooding even worse.
    -
    Mathematical models can be used to estimate the storm surge from future storms. Like the rise in sea level, this is very specific to particular areas - in this case, because of the geography that causes storm surge. The shape of the sea in a particular area can increase flooding in one area and decrease it in others. A mathematical model of New York harbor in New York City predicts that storm surges from hurricanes, which currently average 2 m, could be 2.75 m on average by 2100 in the RCP4.5 (2.4 ℃ of warming) scenario or over 3 m in the RCP8.6 (5 ℃ of warming) scenario.
    -

    +
    The article [4.11.1.60] gives sea level rise figures for 136 coastal cities in Table S2. Find the median sea level rise in Miami if global warming is 5℃ by 2100. How does this compare to the median sea level rise if global warming is limited to 2℃ by 2100?
    🔗
    +
    +
    Hint.
    🔗
    Solution.
    +
    With 0.9 m of sea level rise, substantial parts of Miami Beach and areas around the river will be flooded, as seen in this map of Miami
     85 
    coastal.climatecentral.org/map/12/-80.1871/25.7679/?theme=water_level&map_type=water_level_above_mhhw&basemap=roadmap&contiguous=true&elevation_model=best_available&refresh=true&water_level=0.9&water_unit=m
    .
    🔗
    +
    +
    With 0.2 m of sea level rise, only small coastal areas will flood, as seen in this map of Miami
     86 
    coastal.climatecentral.org/map/13/-80.2073/25.7657/?theme=water_level&map_type=water_level_above_mhhw&basemap=roadmap&contiguous=true&elevation_model=best_available&refresh=true&water_level=0.2&water_unit=m
    .
    🔗
    +
    +
    🔗
    +
    🔗

    Of course, all of these sea level rise calculations only account for the level of the sea under normal conditions. Other factors, like tides and winds, especially the storm surge from hurricanes, can produce temporarily much higher sea levels. Cities like Miami already experience flooding during high tides, which can reach as high as 1.2 m above current sea level [4.11.1.61]. Global warming will increase the frequency and amplitude of these high tides, making the flooding even worse.
    🔗
    +
    +
    Mathematical models can be used to estimate the storm surge from future storms. Like the rise in sea level, this is very specific to particular areas - in this case, because of the geography that causes storm surge. The shape of the sea in a particular area can increase flooding in one area and decrease it in others. A mathematical model of New York harbor in New York City predicts that storm surges from hurricanes, which currently average 2 m, could be 2.75 m on average by 2100 in the RCP4.5 (2.4 ℃ of warming) scenario or over 3 m in the RCP8.6 (5 ℃ of warming) scenario.
    🔗
    +
    +

    Checkpoint 4.8.10.

    -
    Use the maps to see what New York City would look like if it suffered a hurricane with a 3 m storm surge, on top of the median sea level rise from 5 ℃ of global warming.
    -Hint.
    3 m plus median sea level rise of 1.09 m is 4.09 meters above the current sea level.
    -Solution.
    4.1 meters over current sea level would inundate huge portions of the New York City area, as seen in this map of New York City 87 . All three major airports are underwater, and entire neighborhoods - Downtown, SoHo, Long Island City, Flushing, Jersey City, Hoboken - would be damaged.
    coolclimate.berkeley.edu/calculator
    -
    www.unep.org/interactive/six-sector-solution-climate-change/
    -
    coastal.climatecentral.org/
    -
    coastal.climatecentral.org/map/12/-74.0854/40.6792/?theme=water_level&map_type=water_level_above_mhhw&basemap=roadmap&contiguous=true&elevation_model=best_available&refresh=true&water_level=2.2&water_unit=m
    -
    coastal.climatecentral.org/map/11/113.5688/22.784/?theme=water_level&map_type=water_level_above_mhhw&basemap=roadmap&contiguous=true&elevation_model=best_available&refresh=true&water_level=2.0&water_unit=m
    -
    coastal.climatecentral.org/map/10/-0.1016/51.5289/?theme=water_level&map_type=water_level_above_mhhw&basemap=roadmap&contiguous=true&elevation_model=best_available&refresh=true&water_level=0.8&water_unit=m
    -
    coastal.climatecentral.org/map/12/-80.1871/25.7679/?theme=water_level&map_type=water_level_above_mhhw&basemap=roadmap&contiguous=true&elevation_model=best_available&refresh=true&water_level=0.9&water_unit=m
    -
    coastal.climatecentral.org/map/13/-80.2073/25.7657/?theme=water_level&map_type=water_level_above_mhhw&basemap=roadmap&contiguous=true&elevation_model=best_available&refresh=true&water_level=0.2&water_unit=m
    -
    coastal.climatecentral.org/map/10/-73.9797/40.6979/?theme=water_level&map_type=water_level_above_mhhw&basemap=roadmap&contiguous=true&elevation_model=best_available&refresh=true&water_level=4.1&water_unit=m
    -
    -
    -<Prev^TopNext> +
    Use the maps to see what New York City would look like if it suffered a hurricane with a 3 m storm surge, on top of the median sea level rise from 5 ℃ of global warming.
    🔗
    +
    +
    Hint.
    🔗
    Solution.
    +this map of New York City
     87 
    coastal.climatecentral.org/map/10/-73.9797/40.6979/?theme=water_level&map_type=water_level_above_mhhw&basemap=roadmap&contiguous=true&elevation_model=best_available&refresh=true&water_level=4.1&water_unit=m
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    +
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    🔗
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    +
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