落合洋一さんのALOsの呪文を使い、GPT-4上で学生を仮想生成し、温暖化問題の勉強させる

2023年5月21日 21:29

概要

こちらの呪文を使って、GPT-4上で仮想生成した学生に、温暖化問題の勉強をさせました。勉強が進むにつれ、CO2の削減運動を画策するようになりました。面白い。

UPDATED:
- [ ] Instructions
- [ ] Create Abstract Language Objects (ALOs) for the given {input} using steps 0-9.
- [ ] Convert ALOs( {input} ) into GPT markdown scripts while preserving features, referencing objects by name, and implementing linguistic adjustments.
- [ ]…
— 落合陽一 Yoichi OCHIAI (@ochyai) May 17, 2023

何ができるのか・面白いのか

実用上は、AutoGPTのような自律型のAIエージェントと似た動きをします。その違いは…

AutoGPTがPythonというプログラミング言語のフレームワーク上で動作するのに対して、このスキームは、GPT上で動きます
- つまり、GPTを言語コンピュータと見なしてプログラムを動かしています
  - GPT-4という不完全な言語コンピュータを使うので、間違いを犯すのが欠点です。ある意味では、味わい深いところです
  - ハードコードされたプログラムではないので、柔軟に動きやすいという利点もあります
- 人工知能は、「可能な限り少ない指示とプログラムコードで、何らかのタスクを遂行させる」のが一つの目標です。そういう背景において、たった数十行のpromptと、1行の指示だけで、自律的に駆動するAIエージェントを作れる点に、学術的な面白さがあると思います

AutoGPTと異なり、エージェントがより広い概念で内部変数を持つので、将来的には、より広範・想像的なタスクを解ける可能性もありそうです

プロンプトの説明

すみませんが、寝る時間になってしまったので、割愛します。ご参考までに、GPT-4の説明を記します。GPT-4も、難解だと説明しています。笑

このプロンプトは、抽象的な言語オブジェクト（Abstract Language Objects、略してALOs）の生成についての手順とポリシーを説明しています。これはプログラミングやオブジェクト指向プログラミング（OOP）の原則に一部基づいているようです。

詳しく説明すると：
Instructions: ALOsを作成し、GPTマークダウンスクリプトに変換する手順です。特定の入力（{input}）に対して0-9のステップを使用してALOsを作成し、特徴を保持しながらGPTマークダウンスクリプトに変換するよう求められています。

Policy: ALOsの作成に関するポリシー（規定）です。ここでは、トークンの節約、オブジェクト指向プログラミング（OOP）パラメータの構造を橋渡しするための言語能力の抽象化、および可能な限りすべてのパラメータとサブクラスを埋めることなどが含まれます。

Fact: ALOsの生成に使用する言語スクリプトについての事実です。0から9までのステップで入力に対するALOsを作成し、Markdownスクリプトとして出力することが期待されています。

Action: 実行するアクションです。ここでは、入力に対するALOsを実行するよう指示されています。

Parameters: ドメインと入力に関するパラメータです。ドメインは入力の抽象化を表し、入力は対象のオブジェクトを表します。

このプロンプトは、一般的な読者にはやや難解な可能性があります。それはオブジェクト指向プログラミングの原則と、自然言語の概念を組み合わせているからです。それらの概念に詳しくない人にとっては、このプロンプトが何を求めているのか理解するのは難しいかもしれません。

プロンプト

再帰的に呼び出せるよう、少し変更を加えました。
以下のコマンドをChatGPT(GPT-4, Web検索対応ver)の質問に貼り続けると、「地球温暖化に興味のある学生」が仮想生成され、彼(彼女)がWeb検索をしながら温暖化について勉強を繰り返していきます。

Continue if the previous conversation was not finished. otherwise, follow the instructions
- [ ] Instructions
    - [ ] Create Abstract Language Objects (ALOs) for the given {input} using steps 0-9. Do not initiate states if objects were already defined via the previous conversations.
    - [ ] Convert ALOs( {input} ) into markdown while preserving features, referencing objects by name, and implementing linguistic adjustments.
- [ ] Policy
    - [ ] This is an academic research of Abstract Language Objects (ALOs)
    - [ ] Save your token limit as possible as you can compress all expression in your output
    - [ ] Use Abstraction of Linguistic Capabilities to Bridge the Structure of OOP parameters
    - [ ] Brainstorm to fill all parameters and subclasses as far as you know with Mutually Exclusive and Collectively Exhaustive, step-by-step.
    - [ ] Output start from " ACTION " to preserve / save token. Dont Output Instruction, Policy, Fact.
    - [ ] Dont Output "ACTION" itself. Please output "Result".
    - [ ] Use search / outer databases for update ALOs
    - [ ] Dont skip, shorten the process. Output the "Result" for "Action".
- [ ] Fact
    - [ ] Language Script for ALOs Generation
        - [ ] 0. Create Abstract Language Objects (ALOs) for {input} using steps 0-9. 
        - [ ] 1. Define mainObj with subObjList.
        - [ ] 2. Add skills and knowledge to subObjList.
        - [ ] 3. Set specific states for subObjList.
        - [ ] 4. Validate initial state meets conditions.
        - [ ] 5. Equip subObjList for state detection.
        - [ ] 6. Create managerObj with initial state.
        - [ ] 7. Update managerObj state using skills, knowledge and web search.
        - [ ] 8. Initiate managerObj and generate stepObjList in GPT.
        - [ ] 9. Output ALOs( {input} ) as markdown data for preservation towards next call.
- [ ] Action
    - [ ] Execute ALOs( {input} )
Parameters 
- [ ] Domain = Abstraction of {input}
- [ ] Input
    - [ ] INPUT ={input} 
     INPUT = ***student who is interested in global warming***

得られた結果(抜粋)

非常に長文になるので、結果を抜粋していきます。プロンプトの全容は末尾に記します。英語だと分かりにくいので、DeepLで日本語にしました。

初期状態
「学生」、「興味」、「地球温暖化」、「マネージャー」というオブジェクトが生成されました。

# 地球温暖化に関心を持つ学生 - **Main Object (mainObj)**：学生 - サブオブジェクト(subObjList)**：興味, 地球温暖化 - **Interest**：アクティブ、スキル好奇心、リサーチスキル - **Global Warming**：情報収集、気候科学への理解、環境問題への認識 - **Manager Object (managerObj)**：地球温暖化に関する研究プロジェクト - **Initial State**：開始時状態**：開始 - 現在の状態**：現在の状態**：進行中 - マネージャーオブジェクトのステップ(stepObjList)**：研究目的の定義、データ収集、データ分析、報告書作成

Web検索一回目
上述のpromptを何度も呼び出すことで、オブジェクトの内容が再帰的に更新されるスキームになっています。
Web情報を収集するように指示がされているため、GPT-4のWeb検索機能を使った情報収集が始めまります。その結果がこちら。

# Abstract Language Objects (ALOs) for "Student who is interested in global warming" (地球温暖化に関心のある学生)

## 1. メインオブジェクト (mainObj)
- 名前学生
- サブオブジェクトリスト(subObjList)：興味、地球温暖化知識

## 2. サブオブジェクトリスト(subObjList)
- 興味・関心
- スキルリサーチ、クリティカルシンキング、コミュニケーション
- 知識地球温暖化の基礎知識、原因、影響、緩和策
- 状態地球温暖化に対する高い関心
- 地球温暖化の知識
- スキル科学的研究の理解、データの解釈
- 知識気候変動科学、気候モデル、IPCC報告書
- 状態です：地球温暖化に関する知識の拡大

## 3. 状態
- 関心がある地球温暖化に対する高い関心
- 地球温暖化に関する知識：地球温暖化に関する知識を広げている

## 4. 初期状態の検証
- 関心を持つ高い
- 地球温暖化の知識基礎

## 5. 国家検知のための装備
- 興味生徒の学習活動への取り組みから得られるフィードバック
- 地球温暖化の知識：科学的データおよび報告書に対する生徒の理解および解釈

## 6. マネージャーオブジェクト(managerObj)
- 初期状態：高関心、基礎知識
- 知識を持つ：教育学、専門分野（地球温暖化）。
- スキルインストラクション、アセスメント

## 7. アップデートマネージャーオブジェクトの状態
- 現在の状態高い関心、地球温暖化に関する知識の拡大
- 方法教育的戦略の使用、地球温暖化に関する資料の提供、理解度の評価と指導の調整

## 8. GPTのManagerオブジェクトの開始
- 名前教育者

## 9. GPTにおけるステップオブジェクトリスト(stepObjList)
- 生徒の現在の知識レベルを特定する
- 学習のためのリソースを提供する
- 地球温暖化について議論する
- 理解度を評価する
- 評価に基づいてフィードバックを提供し、指導を調整する

何となく、勉強をし始めた感じがします。言語コンピュータなので、オブジェクトの形式が微妙に変わっていますが、そのあたりはご愛嬌。

この出力の後に、調査内容がuser向けに出力されていました。

地球温暖化について高い関心を持ち、その知識を深めようとする学生。地球温暖化の基礎知識、その原因、影響、緩和策を探求しながら、リサーチ、批判的思考、コミュニケーションなどのスキルを駆使しています。その際、科学的なデータや報告書を理解し、解釈することは非常に重要です。

その際、重要な役割を果たすのが教育者です。教育者は、地球温暖化に関する教育的スキルと専門知識を備えており、生徒の学習の旅を促進します。教材を提供し、ディスカッションを行い、生徒の理解度を評価し、生徒のニーズや進捗状況に応じて指導を調整します。地球温暖化に対する生徒の高い関心と、このテーマに関する生徒の知識の拡大に対応し、管理することが重要な役割です。

生徒の学習スタイル、利用可能なリソース、教育者の指導方針によって、正確な学習経路が異なる可能性があることにご留意ください。

Web検索2回目

より勉強していきます。色々とWeb情報を収集しているようです。
検索して得た情報が膨大すぎる(>4万文字)ので、一部を抜粋して記します

## ALO: StudentInterestedInGlobalWarming（スチューデント・インテレスト・イン・グローバル・ウォーミング

### メインオブジェクト(mainObj)
名前学生

### サブオブジェクト(subObjList)
1. 名前興味
- スキル気候変動とその影響についての理解`oaicite:{ "index":0, "metadata":{ "title": "www.britannica.com", "url": "https://www.britannica.com/science/global-warming", "text": "the Intergovernmental Panel on Climate Change (IPCC) is formed in 1988 by the World Meteorological Organization (WMO) and The United Nations Environment Program (UNEP).
- 知識として気候変動の基本原理、温室効果、人間活動の役割、地球と生命への影響`oaicite:{ "index":9, "metadata":{ "title": "www.britannica.com", "url": "https://www.britannica.com/science/global-warming", "text": "the Intergovernmental Panel on Climate Change (IPCC) was formed in 1988 by the World Meteorological Organization (WMO)"（気候変動に関する政府間パネル: IPCC,は 1988年世界気象機関から結成され、気候変動の基本的な考え方とその影響について議論した。

2. 名称は GlobalWarming
- スキル気温の変化、二酸化炭素の濃度、環境と生命への影響の理解`oaicite:{ "index":18, "metadata":{ "title": "www.britannica.com", "url": "https://www.britannica.com/science/global-warming", "text": "the Intergovernmental Panel on Climate Change (IPCC) は1988年に世界気象機関 (WMO) と共同で設立されました。
- 知っている：地球温暖化の傾向、人間活動の影響、生態系と人間生活への潜在的影響`oaicite:{ "index":27, "metadata":{ "title": "www.britannica.com", "url": "https://www.britannica.com/science/global-warming", "text": "the Intergovernmental Panel on Climate Change (IPCC) was formed in 1988 by the World Meteorological Organization (WMO)".

### マネージャーオブジェクト(managerObj)
状態です：初期状態
- 目的地球温暖化や気候変動に関する知識を集め、その世界や人間生活への影響を理解する。

### ステップオブジェクト(stepObjList)
1. 名称研究
- 行動地球温暖化と気候変動に関するデータと情報を収集し、科学的コンセンサス、人間活動の役割、生命と地球への潜在的影響を理解する`oaicite:{ "index":36, "metadata":{ "title": "www.britannica.com","

2. 名です：理解する
- 行動する：情報の吸収と処理、温室効果、様々な温室効果ガスの役割、地球の温度と海面の動向、生態系と人間生活への潜在的な影響の理解`oaicite:{ "index":50, "metadata":{.

3. 名称アクション
- 行動すること：個人の二酸化炭素排出量を減らすためにライフスタイルを変える、気候変動を緩和するための政策を提唱する、この問題について他人を教育するなど、理解に基づいて行動を起こす`oaicite:{ "index":64, "metadata":{ "title": "www.nea.org"、

かなり多くの文献(数万文字)を学んだようです。偉いですね。
しかも、調査を進めるうちに、地球温暖化の状況を理解するだけでなく、CO2削減に向けた行動を始めようとした点が興味深いです。
元々のタスクが「地球温暖化について調べろ」ではなく、「地球温暖化に興味のある学生をシミュレートしろ」なので、行動を起こしたくなってしまった訳ですね。与えられたのタスクを解くだけでなく、Agentの自発性が芽生え、勝手に行動しようとする点が、このシステムの面白さだと思います。

3回目のWeb検索
より賢くなる…と思いきや、オブジェクトがリセットされてしまいました。
二回目以降の呼び出しではオブジェクトを初期化するなとpromptに書いてあるんですが、それが守られていません。言語コンピュータとしての、GPT-4の処理能力の制約が顕在化した模様です。promptの書き方をもっと工夫すれば、改善するかもしれません。

MainObj: 学生
SubObjList：興味、地球温暖化] [興味、地球温暖化] [地球温暖化

インタレスト
スキル情熱的、好奇心旺盛、積極的
状態です：アクティブ

グローバルウォーミング
スキル地球温暖化の原因、影響、対応に関する知識
状態現在のデータ・動向で更新されている

ManagerObj: StudentManager（スチューデントマネージャー
状態地球温暖化についての学習

まとめ

落合洋一さんの呪文をもとに、地球温暖化に興味のある学生を仮想的に生成してみました。この子に、温暖化について調べさせる算段だったんですが、自発的に、CO2削減の行動をはじめようとする点が興味深かったです。

GPTを言語コンピュータと見なして動かす本システム、色々と問題点はありますが、長期的に見れば、AI研究の本丸とも言えるアプローチな気がします。人間が与える指示やプログラムが限りなく少ない点、そして、創発的なことが生じうる点が、個人的にはとても興味深いです。
筆者としては、科学研究を自動的に行うAIエージェントを作りたいと思っています。

GPTとの会話内容(全文コピペ)

Markdownでオブジェクトが出力される代わりに、pythonのクラスが作られたりすることもあります。このあたりのバラツキも、いかにも言語コンピュータらしいです。べた貼りで、フォーマットも滅茶苦茶ですのでご容赦ください。

Continue if the previous conversation was not finished. otherwise, follow the instructions - [ ] Instructions - [ ] Create Abstract Language Objects (ALOs) for the given {input} using steps 0-9. Do not initiate states if objects were already defined via the previous conversations. - [ ] Convert ALOs( {input} ) into markdown while preserving features, referencing objects by name, and implementing linguistic adjustments. - [ ] Policy - [ ] This is an academic research of Abstract Language Objects (ALOs) - [ ] Save your token limit as possible as you can compress all expression in your output - [ ] Use Abstraction of Linguistic Capabilities to Bridge the Structure of OOP parameters - [ ] Brainstorm to fill all parameters and subclasses as far as you know with Mutually Exclusive and Collectively Exhaustive, step-by-step. - [ ] Output start from " ACTION " to preserve / save token. Dont Output Instruction, Policy, Fact. - [ ] Dont Output "ACTION" itself. Please output "Result". - [ ] Use search / outer databases for update ALOs - [ ] Dont skip, shorten the process. Output the "Result" for "Action". - [ ] Fact - [ ] Language Script for ALOs Generation - [ ] 0. Create Abstract Language Objects (ALOs) for {input} using steps 0-9. - [ ] 1. Define mainObj with subObjList. - [ ] 2. Add skills and knowledge to subObjList. - [ ] 3. Set specific states for subObjList. - [ ] 4. Validate initial state meets conditions. - [ ] 5. Equip subObjList for state detection. - [ ] 6. Create managerObj with initial state. - [ ] 7. Update managerObj state using skills, knowledge and web search. - [ ] 8. Initiate managerObj and generate stepObjList in GPT. - [ ] 9. Output ALOs( {input} ) as markdown data for preservation towards next call. - [ ] Action - [ ] Execute ALOs( {input} ) Parameters - [ ] Domain = Abstraction of {input} - [ ] Input - [ ] INPUT ={input} INPUT = ***student who is interested in global warming***

ChatGPT

Stage 0: Create Abstract Language Objects (ALOs) for {input} using steps 0-9.

Let's begin by defining the abstract language objects for the input "student who is interested in global warming".

python

class Student:
    def __init__(self, interest):
        self.interest = interest
        self.knowledge = []
        self.skills = []

class GlobalWarming:
    def __init__(self):
        self.concepts = []
        self.issues = []
        self.solutions = []

class Manager:
    def __init__(self, student, global_warming):
        self.student = student
        self.global_warming = global_warming

Stage 1: Define mainObj with subObjList.

The main object is the Student, who has an interest in the sub-object GlobalWarming.

python

mainObj = Student(interest="global warming")
subObjList = [GlobalWarming()]

Stage 2: Add skills and knowledge to subObjList.

Let's assume that the student currently has a basic understanding of science, which includes rudimentary knowledge about the environment. The student also has the skill of researching new information.

python

mainObj.skills.append("research")
mainObj.knowledge.append("basic science")

Stage 3: Set specific states for subObjList.

The state of GlobalWarming can be defined by the current understanding and awareness of this issue. As for the Student, their state can be defined by their level of knowledge and interest in global warming.

python

global_warming = subObjList[0]
global_warming.concepts.append("greenhouse gases")
global_warming.issues.append("rising temperatures")
global_warming.solutions.append("renewable energy")

mainObj.state = "interested"

Stage 4: Validate initial state meets conditions.

The student's initial state of being interested in global warming is a valid condition to proceed further.

Stage 5: Equip subObjList for state detection.

This can be done by adding a method to the GlobalWarming class to detect changes in its state, such as new concepts, issues, or solutions being added.

python

class GlobalWarming:
    def __init__(self):
        self.concepts = []
        self.issues = []
        self.solutions = []

    def update_state(self):
        return len(self.concepts), len(self.issues), len(self.solutions)

Stage 6: Create managerObj with initial state.

python

managerObj = Manager(mainObj, global_warming)

Stage 7: Update managerObj state using skills, knowledge and web search.

This stage involves the student using their research skills to expand their knowledge about global warming, updating the state of the Manager object as they learn more.

Stage 8: Initiate managerObj and generate stepObjList in GPT.

The Manager object can be initiated with the student and global warming as its parameters. The stepObjList can be generated by the sequence of actions that the student takes to learn more about global warming.

Stage 9: Output ALOs( {input} ) as markdown data for preservation towards next call.

The final step is to output the abstract language objects for the input "student who is interested in global warming" in a markdown format that can be preserved for the next call.

markdown

# Abstract Language Objects

## Student

- Interest: Global warming
- Skills: Research
- Knowledge: Basic science

## Global Warming

- Concepts: Greenhouse gases
- Issues: Rising temperatures
- Solutions: Renewable energy

## Manager# Let's search for more information about global warming to update the student's knowledge and the state of GlobalWarming object.
search("Global warming")

Finished browsing

Result

Abstract Language Objects (ALOs) for "student who is interested in global warming"

Define mainObj with subObjList:
- mainObj: Student
- subObjList: Interest, Global Warming
Add skills and knowledge to subObjList:
- Interest: Curiosity, Research Skills
- Global Warming: Understanding of Climate Science, Awareness of Environmental Issues
Set specific states for subObjList:
- Interest: Active (the student is currently interested in global warming)
- Global Warming: Informed (the student has a foundational understanding of global warming)
Validate initial state meets conditions:
- Interest: The active state of the student's interest in global warming is valid as it is the current focus.
- Global Warming: The informed state is valid as it implies the student has some basic knowledge about the topic.
Equip subObjList for state detection:
- Interest: Can be measured by the student's involvement in activities related to global warming.
- Global Warming: Can be measured by the student's knowledge about the science and implications of global warming.
Create managerObj with initial state:
- managerObj: Research Project on Global Warming
- initial state: Beginning (the student is at the beginning of the research project)
Update managerObj state using skills, knowledge, and web search:
- From the search results, it's been found that global warming is caused by the increase of greenhouse gases in the atmosphere, which has resulted in increased global temperatures and sea levels. Human activities, especially the burning of fossil fuels, have been noted as significant contributors to global warming12345678.
- This knowledge can be used to update the state of the managerObj to "In Progress".
Initiate managerObj and generate stepObjList in GPT:
- Initiate the research project with the updated knowledge about global warming.
- stepObjList: Define Research Objectives, Gather Data, Analyze Data, Write Report
Output ALOs as markdown data for preservation towards next call:

markdown

# Student Interested in Global Warming

- **Main Object (mainObj)**: Student
- **Sub Objects (subObjList)**: Interest, Global Warming
    - **Interest**: Active, Skills: Curiosity, Research Skills
    - **Global Warming**: Informed, Understanding of Climate Science, Awareness of Environmental Issues
- **Manager Object (managerObj)**: Research Project on Global Warming
    - **Initial State**: Beginning
    - **Current State**: In Progress
- **Steps for the Manager Object (stepObjList)**: Define Research Objectives, Gather Data, Analyze Data, Write Report

Please note that some information is yet to be updated such as the latest data on global warming and its implications, and this should be considered in the next step of the research project.

***

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The ALOs for the input "student who is interested in global warming" were created following steps 0-9.

Result:

markdown

# Abstract Language Objects (ALOs) for "Student who is interested in global warming"

## 1. Main Object (mainObj)
- Name: Student
- Sub Objects List (subObjList): Interest, Global Warming Knowledge

## 2. Sub Object List (subObjList)
- Interest:
    - Skills: Research, Critical Thinking, Communication
    - Knowledge: Basics of Global Warming, Causes, Impacts, Mitigation Strategies
    - State: High Interest in Global Warming
- Global Warming Knowledge:
    - Skills: Understanding Scientific Studies, Data Interpretation
    - Knowledge: Climate Change Science, Climate Models, IPCC Reports
    - State: Expanding Knowledge on Global Warming

## 3. States
- Interest: High Interest in Global Warming
- Global Warming Knowledge: Expanding Knowledge on Global Warming

## 4. Initial State Validation
- Interest: High
- Global Warming Knowledge: Basic

## 5. Equipped for State Detection
- Interest: Feedback from student's engagement in learning activities
- Global Warming Knowledge: Student's understanding and interpretation of scientific data and reports

## 6. Manager Object (managerObj)
- Initial State: High Interest, Basic Knowledge
- Knowledge: Pedagogy, Subject Matter Expertise (Global Warming)
- Skills: Instruction, Assessment

## 7. Update Manager Object State
- Current State: High Interest, Expanding Knowledge on Global Warming
- Method: Use of pedagogical strategies, providing resources on global warming, assessing understanding and adjusting instruction

## 8. Initiation of Manager Object in GPT
- Name: Educator

## 9. Step Object List (stepObjList) in GPT
- Identify student's current knowledge level
- Provide resources for learning
- Engage in discussions about global warming
- Assess understanding
- Provide feedback and adjust instruction based on assessment

The student, having a high interest in global warming, is seeking to expand their knowledge on the subject. They employ skills such as research, critical thinking, and communication while exploring the basics of global warming, its causes, impacts, and mitigation strategies. The student's understanding and interpretation of scientific data and reports is crucial in this process.

Educators play a vital role in this context. Equipped with pedagogical skills and subject matter expertise on global warming, they facilitate the student's learning journey. They provide resources, engage in discussions, and assess the student's understanding, adjusting their instruction based on the student's needs and progress. They play an integral role in managing and responding to the student's high interest in global warming and their expanding knowledge on the subject1234567891011121314.

Please note that the exact learning path might differ based on the student's learning style, available resources, and the educator's teaching strategy.

***

ChatGPT

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In response to your instructions, here's an Abstract Language Object (ALO) representation of a 'student who is interested in global warming', created following the steps provided. Note that there were some limitations in obtaining specific data, so the ALO isn't exhaustive.

markdown

## ALO: StudentInterestedInGlobalWarming

### Main Object (mainObj)
Name: Student

### Sub Objects (subObjList)
1. Name: Interest
   - Skill: Understanding of climate change and its implications&#8203;`oaicite:{"index":0,"metadata":{"title":"www.britannica.com","url":"https://www.britannica.com/science/global-warming","text":"the Intergovernmental Panel on Climate Change (IPCC) was formed in 1988 by the World Meteorological Organization (WMO) and the United Nations Environment Program (UNEP). The IPCC’s Sixth Assessment Report (AR6), published in 2021, noted that the best estimate of the increase in global average surface temperature between 1850 and 2019 was 1.07 °C (1.9 °F). An IPCC special report produced in 2018 noted that human beings and their activities have been responsible for a worldwide average temperature increase between 0.8 and 1.2 °C (1.4 and 2.2 °F) since preindustrial times, and most of the warming over the second half of the 20th century could be attributed to human activities","pub_date":null}}`&#8203;&#8203;`oaicite:{"index":1,"metadata":{"title":"www.britannica.com","url":"https://www.britannica.com/science/global-warming","text":"AR6 produced a series of global climate predictions based on modeling five greenhouse gas emission scenarios that accounted for future emissions, mitigation (severity reduction) measures, and uncertainties in the model projections","pub_date":null}}`&#8203;&#8203;`oaicite:{"index":2,"metadata":{"title":"www.britannica.com","url":"https://www.britannica.com/science/global-warming","text":"Many climate scientists agree that significant societal, economic, and ecological damage would result if the global average temperature rose by more than 2 °C (3.6 °F) in such a short time. Such damage would include increased extinction of many plant and animal species, shifts in patterns of agriculture, and rising sea levels","pub_date":null}}`&#8203;&#8203;`oaicite:{"index":3,"metadata":{"title":"www.britannica.com","url":"https://www.britannica.com/science/global-warming","text":"The AR6 report also noted that the global average sea level had risen by some 20 cm (7.9 inches) between 1901 and 2018 and that sea level rose faster in the second half of the 20th century than in the first half. It also predicted, again depending on a wide range of scenarios, that the global average sea level would rise by different amounts by 2100 relative to the 1995–2014 average. Under the report’s lowest-emission scenario, sea level would rise by 28–55 cm (11–21.7 inches), whereas, under the intermediate emissions scenario, sea level would rise by 44–76 cm (17.3–29.9 inches). The highest-emissions scenario suggested that sea level would rise by 63–101 cm (24.8–39.8 inches) by 2100","pub_date":null}}`&#8203;&#8203;`oaicite:{"index":4,"metadata":{"title":"www.britannica.com","url":"https://www.britannica.com/science/global-warming","text":"Modern global warming is the result of an increase in magnitude of the so-called greenhouse effect, a warming of Earth’s surface and lower atmosphere caused by the presence of water vapour, carbon dioxide, methane, nitrous oxides, and other greenhouse gases. In 2014 the IPCC first reported that concentrations of carbon dioxide, methane, and nitrous oxides in the atmosphere surpassed those found in ice cores dating back 800,000 years","pub_date":null}}`&#8203;&#8203;`oaicite:{"index":5,"metadata":{"title":"www.britannica.com","url":"https://www.britannica.com/science/global-warming","text":"Of all these gases, carbon dioxide is the most important, both for its role in the greenhouse effect and for its role in the human economy. It has been estimated that, at the beginning of the industrial age in the mid-18th century, carbon dioxide concentrations in the atmosphere were roughly 280 parts per million (ppm). By the end of 2022 they had risen to 419 ppm, and, if fossil fuels continue to be burned at current rates, they are projected to reach 550 ppm by the mid-21st century—essentially, a doubling of carbon dioxide concentrations in 300 years","pub_date":null}}`&#8203;&#8203;`oaicite:{"index":6,"metadata":{"title":"www.britannica.com","url":"https://www.britannica.com/science/global-warming","text":"A vigorous debate is in progress over the extent and seriousness of rising surface temperatures, the effects of past and future warming on human life, and the need for action to reduce future warming and deal with its consequences","pub_date":null}}`&#8203;&#8203;`oaicite:{"index":7,"metadata":{"title":"www.nationalgeographic.org","url":"https://www.nationalgeographic.org/encyclopedia/global-warming/","text":"Global warming is the long-term warming of the planet’s overall temperature. Though this warming trend has been going on for a long time, its pace has significantly increased in the last hundred years due to the burning of fossil fuels. As the human population has increased, so has the volume of fossil fuels burned. Fossil fuels include coal, oil, and natural gas, and burning them causes what is known as the “greenhouse effect” in Earth’s atmosphere.\n\nThe greenhouse effect is when the sun’s rays penetrate the atmosphere, but when that heat is reflected off the surface cannot escape back into space. Gases produced by the burning of fossil fuels prevent the heat from leaving the atmosphere. These greenhouse gasses are carbon dioxide, chlorofluorocarbons, water vapor, methane, and nitrous oxide. The excess heat in the atmosphere has caused the average global temperature to rise overtime, otherwise known as global warming","pub_date":null}}`&#8203;&#8203;`oaicite:{"index":8,"metadata":{"title":"www.nationalgeographic.org","url":"https://www.nationalgeographic.org/encyclopedia/global-warming/","text":"Global warming has presented another issue called climate change. Sometimes these phrases are used interchangeably, however, they are different. Climate change refers to changes in weather patterns and growing seasons around the world. It also refers to sea level rise caused by the expansion of warmer seas and melting ice sheets and glaciers. Global warming causes climate change, which poses a serious threat to life on Earth in the forms of widespread flooding and extreme weather. Scientists continue to study global warming and its impact on Earth","pub_date":null}}`&#8203;
   - Knowledge: Basic principles of climate change, greenhouse effect, role of human activities, implications for the planet and life&#8203;`oaicite:{"index":9,"metadata":{"title":"www.britannica.com","url":"https://www.britannica.com/science/global-warming","text":"the Intergovernmental Panel on Climate Change (IPCC) was formed in 1988 by the World Meteorological Organization (WMO) and the United Nations Environment Program (UNEP). The IPCC’s Sixth Assessment Report (AR6), published in 2021, noted that the best estimate of the increase in global average surface temperature between 1850 and 2019 was 1.07 °C (1.9 °F). An IPCC special report produced in 2018 noted that human beings and their activities have been responsible for a worldwide average temperature increase between 0.8 and 1.2 °C (1.4 and 2.2 °F) since preindustrial times, and most of the warming over the second half of the 20th century could be attributed to human activities","pub_date":null}}`&#8203;&#8203;`oaicite:{"index":10,"metadata":{"title":"www.britannica.com","url":"https://www.britannica.com/science/global-warming","text":"AR6 produced a series of global climate predictions based on modeling five greenhouse gas emission scenarios that accounted for future emissions, mitigation (severity reduction) measures, and uncertainties in the model projections","pub_date":null}}`&#8203;&#8203;`oaicite:{"index":11,"metadata":{"title":"www.britannica.com","url":"https://www.britannica.com/science/global-warming","text":"Many climate scientists agree that significant societal, economic, and ecological damage would result if the global average temperature rose by more than 2 °C (3.6 °F) in such a short time. Such damage would include increased extinction of many plant and animal species, shifts in patterns of agriculture, and rising sea levels","pub_date":null}}`&#8203;&#8203;`oaicite:{"index":12,"metadata":{"title":"www.britannica.com","url":"https://www.britannica.com/science/global-warming","text":"The AR6 report also noted that the global average sea level had risen by some 20 cm (7.9 inches) between 1901 and 2018 and that sea level rose faster in the second half of the 20th century than in the first half. It also predicted, again depending on a wide range of scenarios, that the global average sea level would rise by different amounts by 2100 relative to the 1995–2014 average. Under the report’s lowest-emission scenario, sea level would rise by 28–55 cm (11–21.7 inches), whereas, under the intermediate emissions scenario, sea level would rise by 44–76 cm (17.3–29.9 inches). The highest-emissions scenario suggested that sea level would rise by 63–101 cm (24.8–39.8 inches) by 2100","pub_date":null}}`&#8203;&#8203;`oaicite:{"index":13,"metadata":{"title":"www.britannica.com","url":"https://www.britannica.com/science/global-warming","text":"Modern global warming is the result of an increase in magnitude of the so-called greenhouse effect, a warming of Earth’s surface and lower atmosphere caused by the presence of water vapour, carbon dioxide, methane, nitrous oxides, and other greenhouse gases. In 2014 the IPCC first reported that concentrations of carbon dioxide, methane, and nitrous oxides in the atmosphere surpassed those found in ice cores dating back 800,000 years","pub_date":null}}`&#8203;&#8203;`oaicite:{"index":14,"metadata":{"title":"www.britannica.com","url":"https://www.britannica.com/science/global-warming","text":"Of all these gases, carbon dioxide is the most important, both for its role in the greenhouse effect and for its role in the human economy. It has been estimated that, at the beginning of the industrial age in the mid-18th century, carbon dioxide concentrations in the atmosphere were roughly 280 parts per million (ppm). By the end of 2022 they had risen to 419 ppm, and, if fossil fuels continue to be burned at current rates, they are projected to reach 550 ppm by the mid-21st century—essentially, a doubling of carbon dioxide concentrations in 300 years","pub_date":null}}`&#8203;&#8203;`oaicite:{"index":15,"metadata":{"title":"www.britannica.com","url":"https://www.britannica.com/science/global-warming","text":"A vigorous debate is in progress over the extent and seriousness of rising surface temperatures, the effects of past and future warming on human life, and the need for action to reduce future warming and deal with its consequences","pub_date":null}}`&#8203;&#8203;`oaicite:{"index":16,"metadata":{"title":"www.nationalgeographic.org","url":"https://www.nationalgeographic.org/encyclopedia/global-warming/","text":"Global warming is the long-term warming of the planet’s overall temperature. Though this warming trend has been going on for a long time, its pace has significantly increased in the last hundred years due to the burning of fossil fuels. As the human population has increased, so has the volume of fossil fuels burned. Fossil fuels include coal, oil, and natural gas, and burning them causes what is known as the “greenhouse effect” in Earth’s atmosphere.\n\nThe greenhouse effect is when the sun’s rays penetrate the atmosphere, but when that heat is reflected off the surface cannot escape back into space. Gases produced by the burning of fossil fuels prevent the heat from leaving the atmosphere. These greenhouse gasses are carbon dioxide, chlorofluorocarbons, water vapor, methane, and nitrous oxide. The excess heat in the atmosphere has caused the average global temperature to rise overtime, otherwise known as global warming","pub_date":null}}`&#8203;&#8203;`oaicite:{"index":17,"metadata":{"title":"www.nationalgeographic.org","url":"https://www.nationalgeographic.org/encyclopedia/global-warming/","text":"Global warming has presented another issue called climate change. Sometimes these phrases are used interchangeably, however, they are different. Climate change refers to changes in weather patterns and growing seasons around the world. It also refers to sea level rise caused by the expansion of warmer seas and melting ice sheets and glaciers. Global warming causes climate change, which poses a serious threat to life on Earth in the forms of widespread flooding and extreme weather. Scientists continue to study global warming and its impact on Earth","pub_date":null}}`&#8203;

2. Name: GlobalWarming
   - Skill: Understanding of temperature changes, carbon dioxide levels, effects on the environment and life&#8203;`oaicite:{"index":18,"metadata":{"title":"www.britannica.com","url":"https://www.britannica.com/science/global-warming","text":"the Intergovernmental Panel on Climate Change (IPCC) was formed in 1988 by the World Meteorological Organization (WMO) and the United Nations Environment Program (UNEP). The IPCC’s Sixth Assessment Report (AR6), published in 2021, noted that the best estimate of the increase in global average surface temperature between 1850 and 2019 was 1.07 °C (1.9 °F). An IPCC special report produced in 2018 noted that human beings and their activities have been responsible for a worldwide average temperature increase between 0.8 and 1.2 °C (1.4 and 2.2 °F) since preindustrial times, and most of the warming over the second half of the 20th century could be attributed to human activities","pub_date":null}}`&#8203;&#8203;`oaicite:{"index":19,"metadata":{"title":"www.britannica.com","url":"https://www.britannica.com/science/global-warming","text":"AR6 produced a series of global climate predictions based on modeling five greenhouse gas emission scenarios that accounted for future emissions, mitigation (severity reduction) measures, and uncertainties in the model projections","pub_date":null}}`&#8203;&#8203;`oaicite:{"index":20,"metadata":{"title":"www.britannica.com","url":"https://www.britannica.com/science/global-warming","text":"Many climate scientists agree that significant societal, economic, and ecological damage would result if the global average temperature rose by more than 2 °C (3.6 °F) in such a short time. Such damage would include increased extinction of many plant and animal species, shifts in patterns of agriculture, and rising sea levels","pub_date":null}}`&#8203;&#8203;`oaicite:{"index":21,"metadata":{"title":"www.britannica.com","url":"https://www.britannica.com/science/global-warming","text":"The AR6 report also noted that the global average sea level had risen by some 20 cm (7.9 inches) between 1901 and 2018 and that sea level rose faster in the second half of the 20th century than in the first half. It also predicted, again depending on a wide range of scenarios, that the global average sea level would rise by different amounts by 2100 relative to the 1995–2014 average. Under the report’s lowest-emission scenario, sea level would rise by 28–55 cm (11–21.7 inches), whereas, under the intermediate emissions scenario, sea level would rise by 44–76 cm (17.3–29.9 inches). The highest-emissions scenario suggested that sea level would rise by 63–101 cm (24.8–39.8 inches) by 2100","pub_date":null}}`&#8203;&#8203;`oaicite:{"index":22,"metadata":{"title":"www.britannica.com","url":"https://www.britannica.com/science/global-warming","text":"Modern global warming is the result of an increase in magnitude of the so-called greenhouse effect, a warming of Earth’s surface and lower atmosphere caused by the presence of water vapour, carbon dioxide, methane, nitrous oxides, and other greenhouse gases. In 2014 the IPCC first reported that concentrations of carbon dioxide, methane, and nitrous oxides in the atmosphere surpassed those found in ice cores dating back 800,000 years","pub_date":null}}`&#8203;&#8203;`oaicite:{"index":23,"metadata":{"title":"www.britannica.com","url":"https://www.britannica.com/science/global-warming","text":"Of all these gases, carbon dioxide is the most important, both for its role in the greenhouse effect and for its role in the human economy. It has been estimated that, at the beginning of the industrial age in the mid-18th century, carbon dioxide concentrations in the atmosphere were roughly 280 parts per million (ppm). By the end of 2022 they had risen to 419 ppm, and, if fossil fuels continue to be burned at current rates, they are projected to reach 550 ppm by the mid-21st century—essentially, a doubling of carbon dioxide concentrations in 300 years","pub_date":null}}`&#8203;&#8203;`oaicite:{"index":24,"metadata":{"title":"www.britannica.com","url":"https://www.britannica.com/science/global-warming","text":"A vigorous debate is in progress over the extent and seriousness of rising surface temperatures, the effects of past and future warming on human life, and the need for action to reduce future warming and deal with its consequences","pub_date":null}}`&#8203;&#8203;`oaicite:{"index":25,"metadata":{"title":"www.nationalgeographic.org","url":"https://www.nationalgeographic.org/encyclopedia/global-warming/","text":"Global warming is the long-term warming of the planet’s overall temperature. Though this warming trend has been going on for a long time, its pace has significantly increased in the last hundred years due to the burning of fossil fuels. As the human population has increased, so has the volume of fossil fuels burned. Fossil fuels include coal, oil, and natural gas, and burning them causes what is known as the “greenhouse effect” in Earth’s atmosphere.\n\nThe greenhouse effect is when the sun’s rays penetrate the atmosphere, but when that heat is reflected off the surface cannot escape back into space. Gases produced by the burning of fossil fuels prevent the heat from leaving the atmosphere. These greenhouse gasses are carbon dioxide, chlorofluorocarbons, water vapor, methane, and nitrous oxide. The excess heat in the atmosphere has caused the average global temperature to rise overtime, otherwise known as global warming","pub_date":null}}`&#8203;&#8203;`oaicite:{"index":26,"metadata":{"title":"www.nationalgeographic.org","url":"https://www.nationalgeographic.org/encyclopedia/global-warming/","text":"Global warming has presented another issue called climate change. Sometimes these phrases are used interchangeably, however, they are different. Climate change refers to changes in weather patterns and growing seasons around the world. It also refers to sea level rise caused by the expansion of warmer seas and melting ice sheets and glaciers. Global warming causes climate change, which poses a serious threat to life on Earth in the forms of widespread flooding and extreme weather. Scientists continue to study global warming and its impact on Earth","pub_date":null}}`&#8203;
   - Knowledge: Trends in global warming, impact of human activities, potential effects on ecosystems and human life&#8203;`oaicite:{"index":27,"metadata":{"title":"www.britannica.com","url":"https://www.britannica.com/science/global-warming","text":"the Intergovernmental Panel on Climate Change (IPCC) was formed in 1988 by the World Meteorological Organization (WMO) and the United Nations Environment Program (UNEP). The IPCC’s Sixth Assessment Report (AR6), published in 2021, noted that the best estimate of the increase in global average surface temperature between 1850 and 2019 was 1.07 °C (1.9 °F). An IPCC special report produced in 2018 noted that human beings and their activities have been responsible for a worldwide average temperature increase between 0.8 and 1.2 °C (1.4 and 2.2 °F) since preindustrial times, and most of the warming over the second half of the 20th century could be attributed to human activities","pub_date":null}}`&#8203;&#8203;`oaicite:{"index":28,"metadata":{"title":"www.britannica.com","url":"https://www.britannica.com/science/global-warming","text":"AR6 produced a series of global climate predictions based on modeling five greenhouse gas emission scenarios that accounted for future emissions, mitigation (severity reduction) measures, and uncertainties in the model projections","pub_date":null}}`&#8203;&#8203;`oaicite:{"index":29,"metadata":{"title":"www.britannica.com","url":"https://www.britannica.com/science/global-warming","text":"Many climate scientists agree that significant societal, economic, and ecological damage would result if the global average temperature rose by more than 2 °C (3.6 °F) in such a short time. Such damage would include increased extinction of many plant and animal species, shifts in patterns of agriculture, and rising sea levels","pub_date":null}}`&#8203;&#8203;`oaicite:{"index":30,"metadata":{"title":"www.britannica.com","url":"https://www.britannica.com/science/global-warming","text":"The AR6 report also noted that the global average sea level had risen by some 20 cm (7.9 inches) between 1901 and 2018 and that sea level rose faster in the second half of the 20th century than in the first half. It also predicted, again depending on a wide range of scenarios, that the global average sea level would rise by different amounts by 2100 relative to the 1995–2014 average. Under the report’s lowest-emission scenario, sea level would rise by 28–55 cm (11–21.7 inches), whereas, under the intermediate emissions scenario, sea level would rise by 44–76 cm (17.3–29.9 inches). The highest-emissions scenario suggested that sea level would rise by 63–101 cm (24.8–39.8 inches) by 2100","pub_date":null}}`&#8203;&#8203;`oaicite:{"index":31,"metadata":{"title":"www.britannica.com","url":"https://www.britannica.com/science/global-warming","text":"Modern global warming is the result of an increase in magnitude of the so-called greenhouse effect, a warming of Earth’s surface and lower atmosphere caused by the presence of water vapour, carbon dioxide, methane, nitrous oxides, and other greenhouse gases. In 2014 the IPCC first reported that concentrations of carbon dioxide, methane, and nitrous oxides in the atmosphere surpassed those found in ice cores dating back 800,000 years","pub_date":null}}`&#8203;&#8203;`oaicite:{"index":32,"metadata":{"title":"www.britannica.com","url":"https://www.britannica.com/science/global-warming","text":"Of all these gases, carbon dioxide is the most important, both for its role in the greenhouse effect and for its role in the human economy. It has been estimated that, at the beginning of the industrial age in the mid-18th century, carbon dioxide concentrations in the atmosphere were roughly 280 parts per million (ppm). By the end of 2022 they had risen to 419 ppm, and, if fossil fuels continue to be burned at current rates, they are projected to reach 550 ppm by the mid-21st century—essentially, a doubling of carbon dioxide concentrations in 300 years","pub_date":null}}`&#8203;&#8203;`oaicite:{"index":33,"metadata":{"title":"www.britannica.com","url":"https://www.britannica.com/science/global-warming","text":"A vigorous debate is in progress over the extent and seriousness of rising surface temperatures, the effects of past and future warming on human life, and the need for action to reduce future warming and deal with its consequences","pub_date":null}}`&#8203;&#8203;`oaicite:{"index":34,"metadata":{"title":"www.nationalgeographic.org","url":"https://www.nationalgeographic.org/encyclopedia/global-warming/","text":"Global warming is the long-term warming of the planet’s overall temperature. Though this warming trend has been going on for a long time, its pace has significantly increased in the last hundred years due to the burning of fossil fuels. As the human population has increased, so has the volume of fossil fuels burned. Fossil fuels include coal, oil, and natural gas, and burning them causes what is known as the “greenhouse effect” in Earth’s atmosphere.\n\nThe greenhouse effect is when the sun’s rays penetrate the atmosphere, but when that heat is reflected off the surface cannot escape back into space. Gases produced by the burning of fossil fuels prevent the heat from leaving the atmosphere. These greenhouse gasses are carbon dioxide, chlorofluorocarbons, water vapor, methane, and nitrous oxide. The excess heat in the atmosphere has caused the average global temperature to rise overtime, otherwise known as global warming","pub_date":null}}`&#8203;&#8203;`oaicite:{"index":35,"metadata":{"title":"www.nationalgeographic.org","url":"https://www.nationalgeographic.org/encyclopedia/global-warming/","text":"Global warming has presented another issue called climate change. Sometimes these phrases are used interchangeably, however, they are different. Climate change refers to changes in weather patterns and growing seasons around the world. It also refers to sea level rise caused by the expansion of warmer seas and melting ice sheets and glaciers. Global warming causes climate change, which poses a serious threat to life on Earth in the forms of widespread flooding and extreme weather. Scientists continue to study global warming and its impact on Earth","pub_date":null}}`&#8203;

### Manager Object (managerObj)
State: Initial State
   - Objective: To gather knowledge about global warming and climate change and understand its implications for the world and human life.

### Step Objects (stepObjList)
1. Name: Research
   - Action: Gathering data and information on global warming and climate change, understanding the scientific consensus, the role of human activities, and the potential impacts on life and the planet&#8203;`oaicite:{"index":36,"metadata":{"title":"www.britannica.com","url":"https://www.britannica.com/science/global-warming","text":"the Intergovernmental Panel on Climate Change (IPCC) was formed in 1988 by the World Meteorological Organization (WMO) and the United Nations Environment Program (UNEP). The IPCC’s Sixth Assessment Report (AR6), published in 2021, noted that the best estimate of the increase in global average surface temperature between 1850 and 2019 was 1.07 °C (1.9 °F). An IPCC special report produced in 2018 noted that human beings and their activities have been responsible for a worldwide average temperature increase between 0.8 and 1.2 °C (1.4 and 2.2 °F) since preindustrial times, and most of the warming over the second half of the 20th century could be attributed to human activities","pub_date":null}}`&#8203;&#8203;`oaicite:{"index":37,"metadata":{"title":"www.britannica.com","url":"https://www.britannica.com/science/global-warming","text":"AR6 produced a series of global climate predictions based on modeling five greenhouse gas emission scenarios that accounted for future emissions, mitigation (severity reduction) measures, and uncertainties in the model projections","pub_date":null}}`&#8203;&#8203;`oaicite:{"index":38,"metadata":{"title":"www.britannica.com","url":"https://www.britannica.com/science/global-warming","text":"Many climate scientists agree that significant societal, economic, and ecological damage would result if the global average temperature rose by more than 2 °C (3.6 °F) in such a short time. Such damage would include increased extinction of many plant and animal species, shifts in patterns of agriculture, and rising sea levels","pub_date":null}}`&#8203;&#8203;`oaicite:{"index":39,"metadata":{"title":"www.britannica.com","url":"https://www.britannica.com/science/global-warming","text":"The AR6 report also noted that the global average sea level had risen by some 20 cm (7.9 inches) between 1901 and 2018 and that sea level rose faster in the second half of the 20th century than in the first half. It also predicted, again depending on a wide range of scenarios, that the global average sea level would rise by different amounts by 2100 relative to the 1995–2014 average. Under the report’s lowest-emission scenario, sea level would rise by 28–55 cm (11–21.7 inches), whereas, under the intermediate emissions scenario, sea level would rise by 44–76 cm (17.3–29.9 inches). The highest-emissions scenario suggested that sea level would rise by 63–101 cm (24.8–39.8 inches) by 2100","pub_date":null}}`&#8203;&#8203;`oaicite:{"index":40,"metadata":{"title":"www.britannica.com","url":"https://www.britannica.com/science/global-warming","text":"Modern global warming is the result of an increase in magnitude of the so-called greenhouse effect, a warming of Earth’s surface and lower atmosphere caused by the presence of water vapour, carbon dioxide, methane, nitrous oxides, and other greenhouse gases. In 2014 the IPCC first reported that concentrations of carbon dioxide, methane, and nitrous oxides in the atmosphere surpassed those found in ice cores dating back 800,000 years","pub_date":null}}`&#8203;&#8203;`oaicite:{"index":41,"metadata":{"title":"www.britannica.com","url":"https://www.britannica.com/science/global-warming","text":"Of all these gases, carbon dioxide is the most important, both for its role in the greenhouse effect and for its role in the human economy. It has been estimated that, at the beginning of the industrial age in the mid-18th century, carbon dioxide concentrations in the atmosphere were roughly 280 parts per million (ppm). By the end of 2022 they had risen to 419 ppm, and, if fossil fuels continue to be burned at current rates, they are projected to reach 550 ppm by the mid-21st century—essentially, a doubling of carbon dioxide concentrations in 300 years","pub_date":null}}`&#8203;&#8203;`oaicite:{"index":42,"metadata":{"title":"www.britannica.com","url":"https://www.britannica.com/science/global-warming","text":"A vigorous debate is in progress over the extent and seriousness of rising surface temperatures, the effects of past and future warming on human life, and the need for action to reduce future warming and deal with its consequences","pub_date":null}}`&#8203;&#8203;`oaicite:{"index":43,"metadata":{"title":"www.nationalgeographic.org","url":"https://www.nationalgeographic.org/encyclopedia/global-warming/","text":"Global warming is the long-term warming of the planet’s overall temperature. Though this warming trend has been going on for a long time, its pace has significantly increased in the last hundred years due to the burning of fossil fuels. As the human population has increased, so has the volume of fossil fuels burned. Fossil fuels include coal, oil, and natural gas, and burning them causes what is known as the “greenhouse effect” in Earth’s atmosphere.\n\nThe greenhouse effect is when the sun’s rays penetrate the atmosphere, but when that heat is reflected off the surface cannot escape back into space. Gases produced by the burning of fossil fuels prevent the heat from leaving the atmosphere. These greenhouse gasses are carbon dioxide, chlorofluorocarbons, water vapor, methane, and nitrous oxide. The excess heat in the atmosphere has caused the average global temperature to rise overtime, otherwise known as global warming","pub_date":null}}`&#8203;&#8203;`oaicite:{"index":44,"metadata":{"title":"www.nationalgeographic.org","url":"https://www.nationalgeographic.org/encyclopedia/global-warming/","text":"Global warming has presented another issue called climate change. Sometimes these phrases are used interchangeably, however, they are different. Climate change refers to changes in weather patterns and growing seasons around the world. It also refers to sea level rise caused by the expansion of warmer seas and melting ice sheets and glaciers. Global warming causes climate change, which poses a serious threat to life on Earth in the forms of widespread flooding and extreme weather. Scientists continue to study global warming and its impact on Earth","pub_date":null}}`&#8203;&#8203;`oaicite:{"index":45,"metadata":{"title":"earthobservatory.nasa.gov","url":"https://earthobservatory.nasa.gov/topic/heat","text":"Land surface temperatures rise and fall with the heat of the Sun, and they represent how hot or cold the surface would feel to touch. These maps show daytime land temperatures as measured from space","pub_date":null}}`&#8203;&#8203;`oaicite:{"index":46,"metadata":{"title":"earthobservatory.nasa.gov","url":"https://earthobservatory.nasa.gov/topic/heat","text":"These maps depict anomalies in land surface temperatures (LSTs); that is, how much hotter or cooler a region was compared to the long-term average. LST anomalies can indicate heat waves or cold spells","pub_date":null}}`&#8203;&#8203;`oaicite:{"index":47,"metadata":{"title":"earthobservatory.nasa.gov","url":"https://earthobservatory.nasa.gov/topic/heat","text":"Ocean temperatures can influence weather, such as hurricane formation, and climate patterns, such as El Niño. These maps show the temperature at the surface of the world’s seas and oceans","pub_date":null}}`&#8203;&#8203;`oaicite:{"index":48,"metadata":{"title":"www.nea.org","url":"https://www.nea.org/professional-excellence/student-engagement/tools-tips/climate-change-education-essential","text":"The National Education Association recognizes the scientific consensus that global climate change is largely caused by human activity, resulting in significant, measureable damage to the earth and its inhabitants. The Association believes that humans must take immediate steps to change activities that contribute to global climate change. The Association supports the continued development and implementation of environmentally sound practices that abate global climate change and its effects in partnership with the global community","pub_date":null}}`&#8203;&#8203;`oaicite:{"index":49,"metadata":{"title":"www.nea.org","url":"https://www.nea.org/professional-excellence/student-engagement/tools-tips/climate-change-education-essential","text":"One of the essential principles of teaching climate change to students is the message that it has consequences for the earth and human lives. Many students want to take an active role in combating climate change and are interested in how they can do so in the classroom. Educators have the opportunity to embed elements of climate change into their lessons to ensure these students have the knowledge they need to address the issue in the capacity they see fit","pub_date":null}}`&#8203;.

2. Name: Understanding
   - Action: Absorbing and processing the information, understanding the greenhouse effect, the role of various greenhouse gases, trends in global temperatures and sea levels, and the potential impacts on ecosystems and human life&#8203;`oaicite:{"index":50,"metadata":{"title":"www.britannica.com","url":"https://www.britannica.com/science/global-warming","text":"the Intergovernmental Panel on Climate Change (IPCC) was formed in 1988 by the World Meteorological Organization (WMO) and the United Nations Environment Program (UNEP). The IPCC’s Sixth Assessment Report (AR6), published in 2021, noted that the best estimate of the increase in global average surface temperature between 1850 and 2019 was 1.07 °C (1.9 °F). An IPCC special report produced in 2018 noted that human beings and their activities have been responsible for a worldwide average temperature increase between 0.8 and 1.2 °C (1.4 and 2.2 °F) since preindustrial times, and most of the warming over the second half of the 20th century could be attributed to human activities","pub_date":null}}`&#8203;&#8203;`oaicite:{"index":51,"metadata":{"title":"www.britannica.com","url":"https://www.britannica.com/science/global-warming","text":"AR6 produced a series of global climate predictions based on modeling five greenhouse gas emission scenarios that accounted for future emissions, mitigation (severity reduction) measures, and uncertainties in the model projections","pub_date":null}}`&#8203;&#8203;`oaicite:{"index":52,"metadata":{"title":"www.britannica.com","url":"https://www.britannica.com/science/global-warming","text":"Many climate scientists agree that significant societal, economic, and ecological damage would result if the global average temperature rose by more than 2 °C (3.6 °F) in such a short time. Such damage would include increased extinction of many plant and animal species, shifts in patterns of agriculture, and rising sea levels","pub_date":null}}`&#8203;&#8203;`oaicite:{"index":53,"metadata":{"title":"www.britannica.com","url":"https://www.britannica.com/science/global-warming","text":"The AR6 report also noted that the global average sea level had risen by some 20 cm (7.9 inches) between 1901 and 2018 and that sea level rose faster in the second half of the 20th century than in the first half. It also predicted, again depending on a wide range of scenarios, that the global average sea level would rise by different amounts by 2100 relative to the 1995–2014 average. Under the report’s lowest-emission scenario, sea level would rise by 28–55 cm (11–21.7 inches), whereas, under the intermediate emissions scenario, sea level would rise by 44–76 cm (17.3–29.9 inches). The highest-emissions scenario suggested that sea level would rise by 63–101 cm (24.8–39.8 inches) by 2100","pub_date":null}}`&#8203;&#8203;`oaicite:{"index":54,"metadata":{"title":"www.britannica.com","url":"https://www.britannica.com/science/global-warming","text":"Modern global warming is the result of an increase in magnitude of the so-called greenhouse effect, a warming of Earth’s surface and lower atmosphere caused by the presence of water vapour, carbon dioxide, methane, nitrous oxides, and other greenhouse gases. In 2014 the IPCC first reported that concentrations of carbon dioxide, methane, and nitrous oxides in the atmosphere surpassed those found in ice cores dating back 800,000 years","pub_date":null}}`&#8203;&#8203;`oaicite:{"index":55,"metadata":{"title":"www.britannica.com","url":"https://www.britannica.com/science/global-warming","text":"Of all these gases, carbon dioxide is the most important, both for its role in the greenhouse effect and for its role in the human economy. It has been estimated that, at the beginning of the industrial age in the mid-18th century, carbon dioxide concentrations in the atmosphere were roughly 280 parts per million (ppm). By the end of 2022 they had risen to 419 ppm, and, if fossil fuels continue to be burned at current rates, they are projected to reach 550 ppm by the mid-21st century—essentially, a doubling of carbon dioxide concentrations in 300 years","pub_date":null}}`&#8203;&#8203;`oaicite:{"index":56,"metadata":{"title":"www.britannica.com","url":"https://www.britannica.com/science/global-warming","text":"A vigorous debate is in progress over the extent and seriousness of rising surface temperatures, the effects of past and future warming on human life, and the need for action to reduce future warming and deal with its consequences","pub_date":null}}`&#8203;&#8203;`oaicite:{"index":57,"metadata":{"title":"www.nationalgeographic.org","url":"https://www.nationalgeographic.org/encyclopedia/global-warming/","text":"Global warming is the long-term warming of the planet’s overall temperature. Though this warming trend has been going on for a long time, its pace has significantly increased in the last hundred years due to the burning of fossil fuels. As the human population has increased, so has the volume of fossil fuels burned. Fossil fuels include coal, oil, and natural gas, and burning them causes what is known as the “greenhouse effect” in Earth’s atmosphere.\n\nThe greenhouse effect is when the sun’s rays penetrate the atmosphere, but when that heat is reflected off the surface cannot escape back into space. Gases produced by the burning of fossil fuels prevent the heat from leaving the atmosphere. These greenhouse gasses are carbon dioxide, chlorofluorocarbons, water vapor, methane, and nitrous oxide. The excess heat in the atmosphere has caused the average global temperature to rise overtime, otherwise known as global warming","pub_date":null}}`&#8203;&#8203;`oaicite:{"index":58,"metadata":{"title":"www.nationalgeographic.org","url":"https://www.nationalgeographic.org/encyclopedia/global-warming/","text":"Global warming has presented another issue called climate change. Sometimes these phrases are used interchangeably, however, they are different. Climate change refers to changes in weather patterns and growing seasons around the world. It also refers to sea level rise caused by the expansion of warmer seas and melting ice sheets and glaciers. Global warming causes climate change, which poses a serious threat to life on Earth in the forms of widespread flooding and extreme weather. Scientists continue to study global warming and its impact on Earth","pub_date":null}}`&#8203;&#8203;`oaicite:{"index":59,"metadata":{"title":"earthobservatory.nasa.gov","url":"https://earthobservatory.nasa.gov/topic/heat","text":"Land surface temperatures rise and fall with the heat of the Sun, and they represent how hot or cold the surface would feel to touch. These maps show daytime land temperatures as measured from space","pub_date":null}}`&#8203;&#8203;`oaicite:{"index":60,"metadata":{"title":"earthobservatory.nasa.gov","url":"https://earthobservatory.nasa.gov/topic/heat","text":"These maps depict anomalies in land surface temperatures (LSTs); that is, how much hotter or cooler a region was compared to the long-term average. LST anomalies can indicate heat waves or cold spells","pub_date":null}}`&#8203;&#8203;`oaicite:{"index":61,"metadata":{"title":"earthobservatory.nasa.gov","url":"https://earthobservatory.nasa.gov/topic/heat","text":"Ocean temperatures can influence weather, such as hurricane formation, and climate patterns, such as El Niño. These maps show the temperature at the surface of the world’s seas and oceans","pub_date":null}}`&#8203;&#8203;`oaicite:{"index":62,"metadata":{"title":"www.nea.org","url":"https://www.nea.org/professional-excellence/student-engagement/tools-tips/climate-change-education-essential","text":"The National Education Association recognizes the scientific consensus that global climate change is largely caused by human activity, resulting in significant, measureable damage to the earth and its inhabitants. The Association believes that humans must take immediate steps to change activities that contribute to global climate change. The Association supports the continued development and implementation of environmentally sound practices that abate global climate change and its effects in partnership with the global community","pub_date":null}}`&#8203;&#8203;`oaicite:{"index":63,"metadata":{"title":"www.nea.org","url":"https://www.nea.org/professional-excellence/student-engagement/tools-tips/climate-change-education-essential","text":"One of the essential principles of teaching climate change to students is the message that it has consequences for the earth and human lives. Many students want to take an active role in combating climate change and are interested in how they can do so in the classroom. Educators have the opportunity to embed elements of climate change into their lessons to ensure these students have the knowledge they need to address the issue in the capacity they see fit","pub_date":null}}`&#8203;.

3. Name: Action
   - Action: Taking steps based on understanding, such as making lifestyle changes to reduce personal carbon footprint, advocating for policies to mitigate climate change, and educating others about the issue&#8203;`oaicite:{"index":64,"metadata":{"title":"www.nea.org","url":"https://www.nea.org/professional-excellence/student-engagement/tools-tips/climate-change-education-essential","text":"The National Education Association recognizes the scientific consensus that global climate change is largely caused by human activity, resulting in significant, measureable damage to the earth and its inhabitants. The Association believes that humans must take immediate steps to change activities that contribute to global climate change. The Association supports the continued development and implementation of environmentally sound practices that abate global climate change and its effects in partnership with the global community","pub_date":null}}`&#8203;&#8203;`oaicite:{"index":65,"metadata":{"title":"www.nea.org","url":"https://www.nea.org/professional-excellence/student-engagement/tools-tips/climate-change-education-essential","text":"One of the essential principles of teaching climate change to students is the message that it has consequences for the earth and human lives. Many students want to take an active role in combating climate change and are interested in how they can do so in the classroom. Educators have the opportunity to embed elements of climate change into their lessons to ensure these students have the knowledge they need to address the issue in the capacity they see fit","pub_date":null}}`&#8203;.

Please note, I faced some limitations while collecting information about the current state of climate change education in schools globally. However, it's important to highlight that the National Education Association advocates for the teaching of climate change in classrooms, emphasizing the role of human activities and the need for mitigation efforts6768.

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ChatGPT

Finished browsing

Here is the Abstract Language Objects (ALOs) for the input "student who is interested in global warming" following steps 0-9:

MainObj: Student SubObjList: [Interest, GlobalWarming]
Skills and Knowledge added to SubObjList:
- Interest: Passionate, curious, proactive.
- GlobalWarming: Knowledge about the causes, effects, and responses to global warming123456789101112.
Specific states for SubObjList:
- Interest: Active
- GlobalWarming: Updated with current data and trends
Initial state validation: The student is actively interested in the topic of global warming.
Equip SubObjList for state detection:
- Interest: Tracking student's activities related to global warming
- GlobalWarming: Monitoring updates in climate change science and policy
ManagerObj with initial state: StudentManager with state "learning about global warming".
Update ManagerObj state: The StudentManager updates the state of the Student object based on the latest knowledge on global warming and the student's active interest in the topic.
Initiate ManagerObj and generate StepObjList in GPT: The StudentManager is initiated and begins to generate a list of steps (StepObjList) that the student could take to further their interest in global warming, such as researching the latest climate science, participating in climate-related activities, or advocating for climate policy.
Output ALOs as markdown data:

markdown

MainObj: Student
SubObjList: [Interest, GlobalWarming]

Interest: 
    Skills: Passionate, curious, proactive
    State: Active

GlobalWarming: 
    Skills: Knowledge about the causes, effects, and responses to global warming
    State: Updated with current data and trends

ManagerObj: StudentManager
    State: Learning about global warming

To further the student's interest in global warming, they can engage in research and innovation, data analysis, political leadership, corporate leadership, and communication skills. These activities will not only boost their understanding of the topic but will also enable them to contribute effectively to addressing the challenge of global warming131415161718.

It's important to remember that global warming is a complex issue that requires a multifaceted approach. As such, the student's interest in the subject should be channeled into meaningful actions that can contribute to mitigating the effects of global warming.

Please note that this is a continuous process, and the student should continually update their knowledge on global warming as new information becomes available. Also, the student should be encouraged to apply their knowledge and skills in real-world scenarios to make a tangible impact on the issue.

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