{{asɛmtiNe Ɔkyerɛwfo}} | Nhomakorabea | Nneɛma a ɛma wotumi yɛ ade

Akwankyerɛ

Learning Objectives:

Define feedback loops and distinguish between positive (reinforcing) and negative (balancing) loops.
Use box models to represent real-world examples of feedback loops.

If you need help, please click here to watch the class recording.

We are going to be using box models again.

null The box represents a variable, a thing that can change, or an action that is occurring.

The arrow represents a cause or change.

null We can indicate that something is increasing with an "up" arrow inside the box.

null We can indicate that something is decreasing with a "down" arrow inside the box.

Ɛhia

1

null Put the words below in the correct order to represent the meaning of this feedback box model.

eating cookies

Mmuae Afoforo a Wobɛpaw:

causes

to decrease

to increase

A feedback loop is when things cause each other to change in a circle. If A changes B, B later changes A back.

A positive (reinforcing) feedback loop makes a change get bigger. If one thing goes up, it makes another thing go up, and that makes the first thing go up more. If one thing goes down, it keeps going down. Think of a small snowball rolling and getting bigger and bigger.

A negative (balancing) feedback loop brings things back toward normal. If one thing goes up, the loop makes it come down. If one thing goes down, the loop helps it go up. Think of a heater that turns on when it gets cold and turns off when it is warm.

Ɛhia

1

Read the text on the left, then match the term to its description.

Draggable item		Corresponding Item
Positive (Reinforcing) Feedback Loop		When things affect each other in a circle
Negative (Balancing) Feedback Loop		If one part goes up, it causes another part to go up
Feedback Loop		If one part goes up, the loop causes changes that bring it back down (and vice versa)

Ɛhia

1

Positive doesn't necessarily mean "good" when it comes to feedback loops.
A positive feedback loop makes changes get bigger. Once something starts going up (or down), the loop pushes it further in the same direction. Often the change is unreversible.
Which 2 following box models could represent a positive feedback loop?

null

Ɛhia

1

Negative doesn't necessarily mean "bad" when it comes to feedback loops.
A negative feedback loop keeps things balanced. Once something starts going up (or down), the loop reverses it in the opposite direction. If things go too far in one direction, the loop may flip to correct itself.
Which 2 of the following box models could represent a negative feedback loop?

null

Question 5

00:36

Questions 6 & 7

00:46

Questions 8-11

01:28

Ɛhia

1

Whew! Let's put the whole Daisyworld box model together:

null

Daisyworld is an example of a and the loop is feedback loop because .

Ɛhia

1

There are many feedback loops in the carbon cycle.

Plants use carbon dioxide as part of photosynthesis, which allows them to produce their own energy and grow.

How does plant growth affect the amount of carbon dioxide in the air?

Mmuae Afoforo a Wobɛpaw:

null

Ɛhia

1

Carbon dioxide and plant growth are an example of a and the loop is feedback loop because .

Ɛhia

1

In recent years, permafrost thawing has increased and carbon is being released quickly.
Why won't growing more plants solve this problem?

Plants can absorb unlimited CO₂, so they will remove the permafrost carbon fast enough.

Permafrost carbon is released much faster than most plant growth can store carbon, and plant uptake is limited by nutrients, water, and space

Plants release carbon when they grow, so planting more makes the problem worse.

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1

Which of the following best restates the learning objectives of this assignment?

Learn definitions of positive and negative feedback loops, and use box models that show how real‑world systems work.

Practice drawing diagrams of feedback loops without explaining how parts influence one another.

Learn to describe human impacts on the environment without using diagrams or identifying feedback types.

1.09 Feedbacks Lab MOD

1.09 Feedbacks Lab MOD

Learning Objectives:

Learning Objectives:

Read the text on the left, then match the term to its description.

In recent years, permafrost thawing has increased and carbon is being released quickly.
Why won't growing more plants solve this problem?

Which of the following best restates the learning objectives of this assignment?

Learning Objectives:

Learning Objectives:

Read the text on the left, then match the term to its description.

Accidental repeat question!

In recent years, permafrost thawing has increased and carbon is being released quickly.
Why won't growing more plants solve this problem?

Which of the following best restates the learning objectives of this assignment?

Accidental repeat question!

1.09 Feedbacks Lab MOD

1.09 Feedbacks Lab MOD

Learning Objectives:

Learning Objectives:

Read the text on the left, then match the term to its description.

In recent years, permafrost thawing has increased and carbon is being released quickly. Why won't growing more plants solve this problem?

Which of the following best restates the learning objectives of this assignment?

Learning Objectives:

Learning Objectives:

Read the text on the left, then match the term to its description.

In recent years, permafrost thawing has increased and carbon is being released quickly. Why won't growing more plants solve this problem?

Which of the following best restates the learning objectives of this assignment?

Accidental repeat question!

In recent years, permafrost thawing has increased and carbon is being released quickly.
Why won't growing more plants solve this problem?

In recent years, permafrost thawing has increased and carbon is being released quickly.
Why won't growing more plants solve this problem?