D. Earth and Space Science: Climate Change · Climate ChangeMeasuring a Changing Planet: Ice, Sea Level, Wind Patterns and the Carbon Budget
D3.8 D2.1 A1.8 A1.12About 70 minutes
Learning goals- I can identify and describe indicators of global climate change: changes in glacial and polar ice, sea levels, wind patterns, and global carbon budget assessments.
- I can explain how each indicator is measured and what it shows.
- I can explain why sea level changes differently in different parts of Canada.
- I can calculate rates and percentage changes from indicator data and judge how confident scientists are in each indicator.
Words to know
indicator
A measurable quantity that shows the state of, or change in, a system.
sea-ice extent
The area of ocean with at least 15% sea-ice cover.
ice sheet
A mass of glacial ice covering more than 50 000 km², such as those on Greenland and Antarctica.
thermal expansion
The increase in volume of a material, such as seawater, when it warms.
satellite altimetry
Measuring the height of the sea surface from orbit with radar.
relative sea level
Sea level measured against the local land, which itself may be rising or sinking.
glacial isostatic adjustment
The slow rising or sinking of land as it responds to the removal of the weight of Ice Age ice sheets.
remaining carbon budget
The total amount of CO₂ that can still be emitted while keeping warming below a given level, such as 1.5 °C.
Let's start at the Athabasca Glacier
If you drive the Icefields Parkway in Jasper National Park, you can walk toward the toe of the Athabasca Glacier. Along the path are markers with years on them, showing where the ice ended in the past. The early markers are a long walk from the ice today. Parks Canada reports that the glacier has retreated more than 1.5 km since the late 1800s.
One glacier isn't proof of global change. But when glaciers on every continent, the polar ice, the oceans and the atmosphere all show the same direction of change, scientists can be confident. In Grade 9 you met a wide range of indicators. This lesson goes deeper into four that the Grade 10 curriculum highlights: ice, sea level, wind patterns and the global carbon budget.
Indicator 1: Glacial and polar ice
Sea ice in the Arctic grows each winter and shrinks to its yearly minimum each September. Satellites have measured it since 1979. The September extent has declined by roughly 12 to 13% per decade, and the ice that remains is thinner and younger than it used to be: much of the thick ice that survived many summers is gone.
Glaciers and ice sheets are measured by repeated photographs and surveys, by satellites that measure ice height, and by satellites (the GRACE missions) that measure tiny changes in Earth's gravity as ice mass is lost. Both the Greenland and Antarctic ice sheets are losing ice, and mountain glaciers are shrinking on every continent.
In Canada's High Arctic, the ice shelves on the north coast of Ellesmere Island have been breaking up; in 2020, the Milne Ice Shelf, then described as Canada's last fully intact ice shelf, lost about 40% of its area.
Approximate September Arctic sea-ice extent, rounded from U.S. National Snow and Ice Data Center records. Individual years bounce around (2012 was a record low), but the long-term trend is clearly downward: roughly 40% less ice in late summer than around 1980.Worked exampleExample 1: Percentage change in sea ice
Use the rounded values: September extent was about 7.7 million km² in 1980 and about 4.4 million km² in 2024. Find the percentage decrease and the average loss per decade.
- Decrease: 7.7 − 4.4 = 3.3 million km².
- Percentage: 3.3 ÷ 7.7 × 100% ≈ 43%.
- Time: 2024 − 1980 = 44 years = 4.4 decades. Average loss: 3.3 ÷ 4.4 = 0.75 million km² per decade.
- For comparison, 0.75 million km² is a bit less than the area of Ontario (about 1.1 million km²) lost every ten years.
About 43% less; about 0.75 million km² per decade.
Indicator 2: Sea level
Global average sea level has risen about 20 cm since 1900, and the rise is speeding up. Two causes make up most of it:
- Thermal expansion: as the ocean absorbs heat, the water expands.
- Melting land ice: water from glaciers and the Greenland and Antarctic ice sheets flows into the ocean.
Sea level is measured by tide gauges (some with records over a century long, including at Halifax) and, since 1993, by satellite altimetry, which bounces radar off the sea surface.
The rate of global sea-level rise measured by satellites has more than doubled since the 1990s, according to the World Meteorological Organization. Thermal expansion of warming seawater and melting land ice are the two main causes.Why melting land ice (glaciers and ice sheets) raises sea level but melting sea ice doesn't: floating ice already displaces its own weight of water. Sea-ice loss matters for other reasons (albedo, habitat, travel), not for sea level.Why sea level changes differently across Canada
The sea level that matters to a community is relative sea level: the sea measured against the local land. And in Canada, the land itself is moving.
During the last ice age, the Laurentide Ice Sheet pressed the land down by hundreds of metres in places. Since the ice melted, the land has been slowly rebounding, a process called glacial isostatic adjustment. Around Hudson Bay, where the ice was thickest, the land is still rising by around a centimetre a year, faster than the sea, so relative sea level there is falling. Around the edges of the old ice sheet, including much of the Atlantic coast (Nova Scotia, New Brunswick, Prince Edward Island), the land is slowly sinking, so relative sea level is rising faster than the global average. University of Toronto physicist W. Richard Peltier's models of this process are used around the world to separate land motion from ocean change.
This matters for planning: coastal communities in the Maritimes face more flooding and erosion, while communities on Hudson Bay see shorelines moving outward.
Worked exampleExample 2: Projecting sea-level rise
Global sea level rose at about 4.7 mm per year from 2015 to 2024. (a) At that rate, how much would it rise from 2025 to 2050? (b) A town on the Atlantic coast is also sinking at 2 mm per year. What is its relative sea-level rise over the same period? (c) Why might these be underestimates?
- (a) 25 years × 4.7 mm/yr = 117.5 mm ≈ 12 cm.
- (b) Relative rise rate = 4.7 + 2 = 6.7 mm/yr. Over 25 years: 25 × 6.7 = 167.5 mm ≈ 17 cm.
- (c) The rate has been accelerating (it more than doubled since the 1990s), so assuming a constant rate likely underestimates the rise. Storm surges on top of higher seas cause much bigger floods.
About 12 cm globally and about 17 cm for the sinking town, probably more if the acceleration continues.
Indicator 3: Wind patterns
Wind patterns are harder to measure and show more natural variability than temperature, so scientists are more cautious here. Changes that have been detected or are being studied include:
- Widening of the tropics: some evidence that the edges of the Hadley cells (Lesson 3), and the dry zones near 30°, have shifted poleward since about 1980.
- Southern Hemisphere westerlies: the strong westerly winds around Antarctica have strengthened and shifted toward the pole, linked to both the ozone hole and greenhouse gases.
- Storm tracks and the jet stream: models project a poleward shift of mid-latitude storm tracks. Whether Arctic warming is making the Northern Hemisphere jet stream wavier is still actively debated (Lesson 3).
This is a good example of how scientists express confidence: the evidence for warming air and ocean is overwhelming; evidence for some wind changes is moderate; others remain uncertain.
Indicator 4: Global carbon budget assessments
Each year the Global Carbon Project (Lesson 8) publishes the global carbon budget: how much CO₂ humans emitted, how much the ocean and land absorbed, and how much stayed in the air. It is an indicator of the cause of climate change and of whether our actions are working. Recent assessments show:
- Fossil CO₂ emissions reached new record highs in the mid-2020s (about 37 to 38 Gt per year), although emissions have started to fall in some countries, including Canada.
- The ocean and land sinks keep absorbing roughly half of emissions, but the land sink weakens in hot, dry, fire-heavy years.
- The remaining carbon budget for limiting warming to 1.5 °C is only a few years of current emissions, according to recent scientific estimates. That's why 1.5 °C is now considered very hard to avoid exceeding, and why every tenth of a degree avoided matters.
Worked exampleExample 3: How long will the budget last?
Suppose scientists estimate a remaining budget of 130 Gt of CO₂ (for a 50% chance of staying below 1.5 °C) from the start of 2025, and total human CO₂ emissions are about 42 Gt per year. How many years would the budget last at that rate? What if emissions fell steadily to zero instead?
- At a constant rate: 130 ÷ 42 ≈ 3.1 years, so the budget would be used up during 2028.
- If emissions fell steadily (in a straight line) to zero, the total emitted is the area of a triangle: ½ × time × 42 Gt/yr.
- Set ½ × t × 42 = 130, so t = 260 ÷ 42 ≈ 6.2 years: emissions would need to reach zero by about 2031, which is not realistic.
- This is why scientists say 1.5 °C will very likely be exceeded, and the focus is now on limiting how far and how long warming overshoots it.
About 3 years at the current rate; about 6 years with a straight-line decline to zero.
Just for funThe Greenland ice sheet is so heavy that it pushes the land beneath it down below sea level in places. As it melts, the land will slowly spring back up, like a couch cushion after a very, very long nap.
Hands-on activityModel the sea-level puzzle (A1.8)
You need: 2 identical clear containers, a few rocks or a brick (to be "land"), ice cubes, water, a ruler or a marker, a timer.
- In container A, place the rock so its top sticks out above where the water will be. Pour in water to a level below the top of the rock. Put 4 ice cubes on top of the rock (land ice).
- In container B, add the same amount of water, then float 4 ice cubes in the water (sea ice). Use the rock in this container too, if you need the same water depth, but don't put the ice on it.
- Mark both water levels with a marker or measure them with a ruler.
- Wait until all the ice melts (30 to 60 minutes). Measure again.
- Analyse: in which container did the level rise? By how much?
- Extension (thermal expansion): fill a small glass bottle to the brim with cold water and a few drops of food colouring. Push a clear straw through modelling clay sealing the top so the water rises a little way up the straw. Place the bottle in a bowl of warm (not hot) tap water and watch the level in the straw for 10 minutes.
What to look for: container A rises; container B stays about the same (it may change by a tiny amount because of temperature or evaporation). The coloured water rises in the straw as it warms. A strong conclusion connects both results to the two main causes of sea-level rise, and explains why sea-ice loss still matters (albedo, habitat).
Safety: use warm tap water, not boiling; glass bottles can break, so handle carefully.
Your turn
1Name the four indicators of global climate change in this lesson.
Changes in glacial and polar ice, sea level, wind patterns, and global carbon budget assessments.
2How do scientists measure Arctic sea ice?
With satellites, continuously since 1979, measuring the area covered (extent) and, increasingly, thickness.
3What are the two main causes of global sea-level rise?
Thermal expansion of warming seawater and melting land ice (glaciers and ice sheets).
4Why doesn't melting sea ice raise sea level much?
Floating ice already displaces its own weight of water, so when it melts it fills about the same volume.
5Why is relative sea level falling around Hudson Bay?
The land is still rebounding upward after the weight of the Ice Age ice sheet was removed (glacial isostatic adjustment), and it is rising faster than the sea.
6Why are scientists more cautious about wind-pattern indicators than temperature?
Winds vary a lot naturally from year to year and decade to decade, and good long-term measurements are harder to get, so it's harder to separate a trend from natural variability.
7What does the global carbon budget measure?
How much CO₂ humans emit each year, how much the ocean and land absorb, and how much stays in the atmosphere; it also estimates how much more can be emitted for a given warming limit.
More practice: warm-up
1About how much has global sea level risen since 1900?
2In which month is Arctic sea ice at its yearly minimum?
3What does GRACE measure to detect ice loss?
Tiny changes in Earth's gravity.
4What is relative sea level?
Sea level measured against the local land.
5Which organization publishes the global carbon budget each year?
The Global Carbon Project.
More practice: on your own
1Sea-level rise averaged 2.1 mm/yr in 1993–2002 and 4.7 mm/yr in 2015–2024. By what factor did the rate increase?
4.7 ÷ 2.1 ≈ 2.2 times (more than doubled).
2A glacier was 6.2 km long in 1900 and 4.5 km long in 2020. Find its average retreat rate in metres per year.
Retreat = 6.2 − 4.5 = 1.7 km = 1700 m over 120 years. Rate = 1700 ÷ 120 ≈ 14 m per year.
3Explain why a coastal town in Nova Scotia may face faster sea-level rise than the global average.
The land there is slowly sinking (a side effect of the rebound of land that was under the ice sheet), so the sea rises relative to the land by the global rise plus the sinking.
4Why is the thinning of Arctic sea ice important, even though its melting doesn't raise sea level?
It reduces albedo (more sunlight absorbed, more warming), removes habitat for seals, polar bears and other species, affects Inuit travel and harvesting on the ice, and can change weather and ocean circulation.
5Why is the global carbon budget a useful indicator, even though it doesn't measure temperature?
It tracks the cause of warming (emissions) and the response of sinks, and shows whether emissions are rising or falling. It also tells us how much more CO₂ can be emitted for a given warming limit, which links science to policy.
Challenge
1Satellites show Antarctica losing ice overall, but some parts of East Antarctica have gained snow. Explain how both can be true, and why the overall trend matters most.
Warmer air holds more moisture, so snowfall can increase in some cold interior regions, adding ice there. Meanwhile, warmer ocean water melts ice shelves and speeds up glaciers flowing into the sea, especially in West Antarctica, causing large losses. Sea level depends on the total mass change, and GRACE gravity measurements show a net loss.
2A student says: "September 2024 had more Arctic sea ice than September 2012, so the ice is recovering." Evaluate this claim.
The claim compares two single years and ignores variability. 2012 was an exceptionally low year (a record low). The long-term trend since 1979, shown by a line of best fit through all years, is clearly downward, and 2024 is still far below the 1980s. One year higher than a record low is not a recovery.
3Using the idea of the remaining carbon budget, explain why scientists now emphasize "every fraction of a degree matters" rather than only the 1.5 °C target.
The remaining budget for 1.5 °C is only a few years of current emissions, so 1.5 °C will very likely be exceeded. But the impacts of warming (heat extremes, ice loss, sea-level rise, ecosystem damage) grow with each increment, so limiting warming to 1.6 °C instead of 1.8 °C, or 2.0 °C instead of 2.5 °C, still avoids a great deal of harm. Every tonne of CO₂ avoided reduces future warming.
Check your understandingQuiz
1. Which change raises global sea level?
2. What has happened to the rate of global sea-level rise since the 1990s?
3. Why is relative sea level falling around Hudson Bay?
4. Arctic sea-ice extent fell from about 7.7 to about 4.4 million km² between 1980 and 2024. The percentage decrease is about...
5. Which indicator do scientists consider the most uncertain of these?
6. What does the remaining carbon budget tell us?
For parents and teachersBig idea: Scientists track many indicators of global climate change. This lesson focuses on the four named in the curriculum: glacial and polar ice, sea levels, wind patterns and global carbon budget assessments (D3.8). It also shows how confident scientists are in each.
How to help: The land-ice versus sea-ice activity is a classic for good reason; predict first, then test. If you have travelled to the Rockies or the coast, talk about what you saw. Encourage your teen to always ask "Is this one year or a long-term trend?" when they see a headline about ice or sea level.
Common difficulties:
- Thinking melting sea ice raises sea level as much as melting glaciers.
- Comparing single years instead of trends.
- Assuming sea level rises equally everywhere; in Canada, land motion makes a big difference.
Safety: use warm tap water, not boiling, in the extension.