Instructions for "Kitchen Klimate Science" Hands-On Activities
Showing How Greenhouse Gases Trap the Earth's Heat
Prepared for the Oct. 28, 2016 WV Science Teachers Conference, Lakeview
Resort. Links to these instructions and the posters/charts used in these
Activities, and videos of selected Activities, are at www.alleghenyclimate.org.
For more information, contact Tom Rodd, [email protected], 304-5414494.
Credits: Most of these activities are based on ideas developed by climatechangeeducation.org, a
California-based organization specializing in hands-on climate science activities. Supporters of the
Allegheny Highlands Climate Change Impacts Initiative include the Appalachian Stewardship
Foundation, the New York Community Trust, Rafe and Lenore Pomerance, the Potomac Conservancy,
the WVU Law School Center on Energy and Sustainability, and the supporters of Friends of
Blackwater, www.saveblackwater.org; 304-345-7663.
Materials and Tools Required for "Kitchen Klimate Science" Hands-On Activities
Following is a list of materials and tools required for the "Kitchen Klimate Science" Activities
covered in these instructions. A separate list for each individual Activity is repeated with its
description. To further the "Kitchen Science" theme, we like to wear aprons and chef hats
when presenting! Poster/charts used in the Activities should be printed out at 8 1/2 x 11 or 11
x 17 if possible. Links to electronic versions of the poster/charts are at
www.alleghenyclimate.org.
Activity One –
32+ yellow tennis balls for molecule models (8 for 4 N2; 4 for 2 O2; 6 for 2 CO2; 10 for 2 CH4; 3
for 1 H20; 1 for Ar. Add more as you wish.)
Spray paint: blue (N - 8), green (O - 9), red (Ar - 1), white (H - 10), 4 left yellow for C.
5 flexible metal hacksaw blades, 12” long -- for 2 CO2, 1 H2O, and 1 CH4
6 3/8" wooden dowels, 12” long, for 4 N2 and 2 O2
1 roll electrical Tape for dowels and hacksaw blades
1 roll duct tape for hacksaw blades
1 or more strong/sharp knife for slitting tennis balls (BE CAREFUL!)
1 heavy black magic marker
Printouts of the following posters/charts:
CHART 1 -- Gasses table without content
CHART 1A -- Gasses table with content
Activity Two –
Scissors
Clear Tape
Marker
Printouts of the following posters/charts:
CHART 2 -- atmospheric gas pie chart with words removed
CHART 2A -- atmospheric gas pie chart with gases named
Activity Three –
2-3+ lbs uncooked white rice
Liquid food coloring for dyeing rice -- blue, green, red, yellow
1 eye dropper for food coloring
4+ 12 oz. clear plastic bottles with screw caps (water bottles are fine) for rice atmospheres
1+ measuring cup
1+ funnel that fits into 12 oz. bottles
Index cards
Clear tape
Marker
1 or more mixing bowls for dyeing rice
Several trays, cookie sheets, platters for drying rice
Newspapers, paper towels, sponge for cleanup
Activity Four –
CO2 gas concentration sensor and data collector
Box of Metal canisters of CO2 for paintball guns
2+ 2-quart ziplock bags
2+ lbs. lead shot, or other weights
Table scale
Duct tape for weight assembly
Cardboard and cardstock
Stapler
Markers and clear tape
Printouts of the following posters/charts:
CHART 3 -- posters to use with the CO2 sensor without numbers
CHART 3A -- posters to use with the CO2 sensor with numbers
CHART 4 – Carbon Cycle Graphic
Activity Five –
1 flashlight or headlamp that emits white light
1 flashlight or headlamp that emits red light (can tape red plastic lens on regular light)
1 roll clear tape for affixing labels
Molecule models from Activity One
Printouts of the following posters/charts:
CHART 5 – Cartoon Earth
CHART 6 – Cartoon Sun
CHART 7 - Greenhouse effect graphic
Activity Six –
Card stock/cardboard for signs/posters
1+ scissors that will cut card stock
12+ index cards for labels
String/cord for hanging signs on participants
4 2L clear plastic bottles (soda bottles fine)
Red food coloring
Markers and tape
Printouts of the following posters/charts:
CHART 8 – Blank Thermometer
CHART 9 – CO2 fluctuations past 400K years
CHART 10 – Emissions and Temperatures Past and Present
Activity One – Playing With Molecule Models of Atmospheric Gases, or "Let's
Make an Atmosphere"
At the end of this Activity, participants will better understand the gases in the Earth's
atmosphere and their molecular structure.
Materials and tools for Activity One -32+ yellow tennis balls for molecule models (8 for 4 N2; 4 for 2 O2; 6 for 2 CO2; 10 for 2 CH4; 3
for 1 H20; 1 for Ar. Add more as you wish.)
Spray paint: blue (N - 8), green (O - 9), red (Ar - 1), white (H - 10), 4 left yellow for C.
5 flexible metal hacksaw blades, 12” long -- for 2 CO2, 1 H2O, and 1 CH4
6 3/8" wooden dowels, 12” long, for 4 N2 and 2 O2
1 roll electrical Tape for dowels and hacksaw blades
1 roll duct tape for hacksaw blades
1 or more strong/sharp knife for slitting tennis balls (BE CAREFUL!)
1 heavy black magic marker
Printouts of the following posters/charts:
CHART 1 -- Gasses table without content
CHART 1A -- Gasses table with content
Preparation
Prepare molecule models to represent six gases in a
simplified atmosphere (an asterisk * denotes a
"greenhouse gas" or "GHG"): N2, O2, Ar, *CO2,
*CH4, and *H2O. 32 yellow tennis balls are needed
for a basic/minimum set of molecules for this
Activity: 8 for 4 N2; 4 for 2 O2; 6 for 2 CO2; 10 for 2
CH4; 3 for 1 H20; 1 for Ar. Add more as you wish.
Spray-paint balls, several coats may be necessary;
use good ventilation. blue (N - 8), green (O - 9), red
(Ar - 1), white (H - 10), 4 left yellow for C. More models can be helpful/fun if there are a larger
number of participants.
Construction: Tennis balls are punctured and given one, two, or four 1" slits with a sharp knife,
depending on how they will be joined to make the molecule model. The exception is Argon, a
single-atom molecule. Flexible hacksaw blades in the GHG models represent molecular bonds
that are "springy" and can resonate with and absorb energy from (be warmed by) infrared
radiation. Non-GHGs have rigid wooden dowel bonds that are unaffected by infrared radiation.
To represent the gas molecules N2 and O2, the atoms/balls are joined to another of the same
atom, like a dumbbell, with a 12" section of rigid wooden dowel (3/8" works well). Before
assembly, each dowel is wrapped with electrical tape, and each end of the dowel is also
wrapped with a longish strip of duct tape to build up and form a bulge that sits inside the ball
and will hold the ball onto the dowel. For CO2, a central carbon atom gets two slits, on
opposite sides of the ball, and a wrapped hacksaw blade is put through the ball, and an O atom
(with one slit) on each end of the blade. Duct tape bulges on the ends and center of the blade
hold it in place. H2O is constructed the same way, but with only two slits and a blade sticking
out of both sides of an H atom, and O atoms on the ends of a blade. Put duct tape bulges on the
ends and in the center of the hacksaw blade so it stays in place on the balls. For CH4, put four
opposing slits on a C atom, with two blades passing at right angles through the central C atom
ball, forming a plus sign with H atoms at the end of the blades. One slit each on the four H
atoms on the ends of the blades. Use a black magic marker to write the element symbol on
each atom.
Activity
Participants examine models, sort them, discuss and identify the atmospheric gas each model
represents. Try not to get into discussing the rigid vs. flexible molecular bonds on the models; if
possible, put that off for later Activity number 6 – "the Greenhouse Boogie."
Explain that a number of trace gases that are present in the smallest concentrations are
omitted in the models chosen for simplicity. Have participants guess/recall the amount of
various gases in the atmosphere. Show the participants the simplified gasses chart (CHART 1).
Explain that we are going to fill in the numbers, probably after we look at the pie charts; but if
anyone can guess the correct numbers now, go ahead and fill that in.
Activity Two – Playing With Pie Charts of Atmospheric Gases, or "Want a Big
Slice or a Small One?"
At the end of this Activity, participants will better understand the relative amounts of major
and trace atmospheric gases.
Materials and Tools for Activity Two –
Scissors
Clear Tape
Marker
Printouts of the following posters/charts:
CHART 2 -- atmospheric gas pie chart with words removed
CHART 2A -- atmospheric gas pie chart with gases named
Preparation: None
Activity:
Participants examine the circles on the two Major Gases and Trace Gases pie charts (CHART 2),
and cut out the different "pie serving" sections. Use them to fill in the figures on CHART 1.
Explain that CHARTs 1 and 2 don't exactly match up in terms of the listed gases, because they
are from different sources, but they are close, H20 is left out, etc.
Have the "cheat sheet" person keep CHARTS 1A and 2A -- and refer to them as needed to
identify and label the pie sections and complete the numbers.
Activity Three -- Playing with Colored Rice Representing Atmospheric Gases or
"Who Wants to Order Chinese?"
At the end of this Activity, participants will have a better understanding of the relative
proportions of major and trace atmospheric gases.
Materials and Tools for Activity Three -2-3+ lbs uncooked white rice
Liquid food coloring for dyeing rice -- blue, green, red, yellow
1 eye dropper for food coloring
4+ 12 oz. clear plastic bottles with screw caps (water bottles are fine)
for rice atmospheres
1+ measuring cup
1+ funnel that fits into 12 oz. bottles
Index cards
Clear tape
Marker
1 or more mixing bowls for dyeing rice
Several trays, cookie sheets, platters for drying rice
Newspapers, paper towels, sponge for cleanup
Preparation:
Uncooked white rice grains are dyed and dried beforehand, using food coloring. Very little
additional water is needed; dry them on a tray and perhaps in an oven. You will need at
minimum 2 cups blue for N2, 1 cup green for O2, 2 tbsp red for Argon (includes Ne and He), 2
tbsp. white for H2O, and 2 tbsp. yellow for CO2 and CH4. Store colored grains in baggies.
Activity:
Make a simplified model earth atmosphere with rice grains, showing the relative amounts of
gases. Use a measuring cup and funnel to put grains into 12 oz clear plastic bottles, according
to the following recipe: 3/4 cup of blue nitrogen grains; 1/4 cup of green oxygen grains; 20
grains of red argon grains; 10 grains of white water vapor; 2 grains of yellow (for carbon
dioxide/methane) grains. Shake bottle and notice distribution of colors, including the hard to
see CO2/CH4 (yellow). Add another couple of yellow grains to show how we humans are
causing a GHG increase.
Additional possible Activity: look at atmospheres we created in past for other planets Venus
(CO2 – rich) and Mercury.
Activity Four – What's Your CO2 Footprint? or "Every Breath You Take"
At the end of this Activity participants will better understand how humans add CO2 to the
atmosphere, and CO2's role in the carbon cycle.
Materials and Tools for Activity Four -CO2 gas concentration sensor and data collector
Box of Metal canisters of CO2 for paintball guns
2+ 2-quart ziplock bags
2+ lbs. lead shot, or other weights
Table scale
Duct tape for weight assembly
Cardboard and cardstock
Stapler
Markers and clear tape
Printouts of the following posters/charts:
CHART 3 -- posters to use with the CO2 sensor without numbers
CHART 3A -- posters to use with the CO2 sensor with numbers
CHART 4 – Carbon Cycle Graphic
Preparation:
This Activityrequires a CO2 concentration gas sensor device1 (a good one is by PASCO, with
Sparkvue datalogger software that runs on a computer, tablet, or smartphone); and at least one
two-pound/one kilo weight, preferably lead (diver's weights, or lead shot contained in ziplock
bags and heavy envelopes work well.)
You must practice well beforehand with the sensor, including calibration; get help/advice from
someone with experience using the sensor if necessary. Putting the sensor in a stoppered
collection jar makes the readings more stable. Move the open jar around to get a room air
sample, and then stopper with the sensor. After measuring the room air, remove the sensor
and capture a participant's exhalation in the jar with several exhalations and screw a lid on the
jar. Then remove the lid and insert the sensor/stopper into the jar.
CHART 3 is three separate posters that when completed by the participants during the Activity
show the amount of CO2 by weight inhaled and exhaled by humans breathing in 24 hours, and
the same amount emitted in lesser time periods by humans using autos and planes. The
1
These links contain information about other activities using a CO2 sensor, and the manufacturer PASCO has this
information too: http://cozybeehive.blogspot.com/2010/03/how-much-co2-do-you-exhale-while.html
https://ecf.com/sites/ecf.com/files/co2%20study.pdf
http://cleanet.org/index.html
http://www.carboeurope.org/education/CS_Materials/CarbonDioxideInClassroom.pdf
http://www.saps.org.uk/attachments/article/83/Making_the_invisible_visible.pdf
posters can have weights taped/ attached to them. CHART 3A is the posters with the correct
figures for the "cheat sheet" person.
Activity:
Using the sensor, participants measure roughly the
concentration in the room atmosphere (the sensor
calibrate at about 400 PPM) and then in human
exhalation, and they see what a huge increase occurs
the exhalation. The sensor may not capture the entire
concentration increase, which is roughly 100-fold, but
still should be dramatic.
CO2
will
in
it
If you understand it, explain/discuss how elevated CO2 in the blood triggers the muscles of
autonomic nervous system to breathe. Have the participants look at CHART 4, which shows the
carbon cycle, with animal respiration consuming O2 and putting CO2 into the atmosphere, and
plants completing the carbon cycle by taking up CO2 and generating oxygen.
Pass around the small CO2 canisters to show roughly the weight of the CO2 a person inhales,
and also pass around the 2-pound weight/weighted first poster around to feel how much the
person's daily CO2 exhalation weighs.
Have participants complete the CHART 3 posters showing percent CO2 in inhaled air and
exhalation, and the amount of CO2 by weight inhaled and exhaled by a person in 24 hours.
Again, have one person with a completed poster (CHART 3A) to supply correct info on request.
Show and discuss and posters that address how long it takes to emit the same amount of CO2
in driving and flying. Discuss how the relatively stable atmospheric CO2 levels that have
evolved over eons have been altered -- because the animal exhalation/respiration amounts of
CO2 are now vastly surpassed by the CO2 from combustion of carbon fuels by humans. Discuss
that CO2 remains in the atmosphere for 1000 years or more.
(If you make weights beforehand or in the Activity using lead shot, you can have a participant
trace their foot on card stock and then cut it out and put their name on it, and tape a 2# weight
to the cutout. That is the person's "respiratory carbon footprint.")
Activity Five -- "This Little Light of Mine, I'm Gonna Let it Shine!" and "Do the
Greenhouse Boogie"
At the end of this Activity, participants have a better understanding of how sunlight strikes and
warms the Earth, and how the warmed Earth then emits infrared radiation back into space
where it warms "greenhouse gases."
Materials and Tools for Activity Five -1 flashlight or headlamp that emits white light
1 flashlight or headlamp that emits red light (can tape red plastic lens on regular light)
1 roll clear tape for affixing labels
Molecule models from Activity One
Printouts of the following posters/charts:
CHART 5 – Cartoon Earth
CHART 6 – Cartoon Sun
CHART 7 - Greenhouse effect graphic
Preparation:
Obtain a flashlight-type light source that emits white light and another one that emits red light.
Print a round colored earth disc on paper (CHART 5) and a sun disc of the same size (CHART 6).
Attach a large loop of string on the discs so they can hang on a person's chest. You also need
the Gas Molecule Models made for Activity One.
Activity:
Two participants face one another, one wearing a "Sun" disc" and one wearing an "Earth" disc.
The Earth walks in an orbit around the Sun (and can even rotate). The Sun holds a flashlight and
shines it on the Earth. The Earth meanwhile holds a light that emits red light and shines it into
space. Discuss how sunlight arrives on the Earth (about 30 percent is initially reflected into
space) and warms the earth, which then re-emits the heat as infrared radiation or heat.
Then have several participants stand side by side in a line,
holding the non-GHG gas molecule models – N2, O2, Ar.
Have the participant wearing the Earth disc shine red light
on the people in the line. The participants holding these
non-GHG model molecules do not move the models, nor
do the participants themselves move. They are bored.
The energy of the radiation (the photons) passes right
through the molecules and do not energize or heat them,
because the molecular bonds are operating at a different
frequency than the infrared.
Then, participants holding GHG models (CO2, H2O, CH4) step forward and the non-GHG people
step back. Shine the red light on all of the people holding the GHG molecules. Tell the GHG
participants to move their molecules up and down/back and forth and shake them so the bonds
(hacksaw blades) begin to vibrate/wiggle. The GHG participants move from side to side while
they wiggle their molecules Explain that the molecular bonds of these gases are at the same
frequency as the infrared, and they absorb some of the energy from the infrared and heat up or
move more quickly.
Finally, have the GHG and non-GHG people stand side by side in an alternating fashion. They
are together the atmosphere. Shine the red light on them. The GHG participants start wiggling
their molecules and moving their bodies from side to side, turning around, and softly bump into
the non-GHG participants, and soon all are moving back and forth andside to side. This is the
warming of the atmosphere due to (or "heat-trapping" caused by GHGs, also called "The Dance
of the Greenhouse Gases." (You can sing "Do the Greenhouse Boogie." "You put your carbon
in, put your carbon out – that's what it's all about.")
Explain that if we did not have any GHGs, especially atmospheric CO2, the Earth would be much
colder. We need the "Greenhouse Boogie" to be alive on our planet!
Have one or two more CO2/CH4 molecule-holding people join the line, and then the
participants increase their singing/dancing speed – showing that the more GHGs we add, the
more the atmosphere warms. Try slowing down the beat by taking some carbon molecules
out! Etc.
Show and discuss CHART 7 which show the basic mechanisms of incoming sunlight and earthemitted infrared, how GHGs "trap" some of the emitted infrared, and how human-induced
warming occurs.
Activity Six – Playing with the Four Earths, or "Back to the Future!"
At the end of this Activity, participants have a better understanding of how the Earth has
warmed from the human addition of greenhouse gases and what possible future scenarios
hold.
Materials and Tools for Activity Six -Card stock/cardboard for signs/posters
1+ scissors that will cut card stock
12+ index cards for labels
20 feet medium cord for hanging signs on participants
4 2L clear plastic bottles (soda bottles fine)
Markers and tape
Printouts of the following posters/charts:
CHART 8 – Blank Thermometer
CHART 9 – CO2 fluctuations past 400K years
CHART 10 – Emissions and Temperatures Past and Present
Preparation:
Need four of the Earth discs
printed on thick paper with string
loops to go around neck, as used
in Activity Four (CHART 5). Label
the Earth discs with text as:
1. "1850"
2. "2016"
3. "2100 LOW-E"
4. "2100 HIGH-E"
Need five thermometers printed on thick paper 10-12" high (CHART 8), again with string loops
for neck, with different information written on four of them as follows:
1. "280 ppm CO2 or 1/3500 – AGT 56.6 F/13.7 C"
2. "400 ppm CO2 or 1/2500 -- AGT 58.0 F/14.6 C"
3. "500 ppm CO2 or 1/2000 – AGT 63.0 F/17.0 C"
4. "1000 ppm CO2 or 1/1000 – AGT 68.0 F/20.0 C"
Use red magic marker to show increasing temperature with a red marker on each thermometer
shaft. One thermometer is left blank and cut out along its outline to put up to each Earth to
"take" its temperature.
5. A roughly 3-foot-long "beard," with neck or chin string, to hold it on the 1850 Earth
"Grandma" person. This beard is made from CHART 9, which shows the variation in CO2
concentration and temperatures over the past 400,000 years, from 180 to 280 PPM. Cut the
chart into three strips – or print a couple and make it longer – and tape them together and
attach a string loop, maybe make the ends ragged like a beard.
6. Four one-liter clear plastic bottles nearly filled with water, labelled (use taped-on index card)
"1850, 2015, 2100 LOW-E, 2100-HIGH E. " Add red food coloring to the bottles in increasing
amounts – 1 drop, 3 drops, 8 drops, 16 drops (roughly) to illustrate effect of increasing
concentration of CO2 by increasing color saturation.
Activity:
Bring the first participant forward and put the 1850 Earth "Grandma" disc on them and explain
this is the Earth's atmosphere in 1850 and for a long time before. Attach the "beard" and –
with questions, getting the audience to make suggestions -- discuss/explain how for 400,000
years the CO2 concentration varied from 180 ppm (1 in 5500) to 280 PPM (1 in 3500) -- which
corresponds to glacial and interglacial periods. Explain/discuss how this variance is driven
mostly by the Earth's orbit and closeness to the sun.
Then using the blank thermometer, pretend to "take" the 1850 Earth's temperature and give
them their labelled thermometer around their neck. Explain that "AGT" is short for average
global temperature. Also give the 1850 Earth its labelled bottle with the red liquid in increasing
concentrations. Try to keep the thermometer and labeled Earth and bottles all visible.
Then call up and label the "2016" Earth and take its temperature, and put the 2016
thermometer on and have the 2016 Earth hold their bottle. Discuss how we got to 400 ppm
CO2 from 280 ppm in 1850), thanks to humans burning fossil fuels and deforestation. Talk
about 2016 being the warmest year worldwide in recorded history.
Then bring forward the two "Future Earths" to choose from –and give them their Earth discs.
Ask why we have two 2100 Earths. Discuss how we have choices about our future CO2
emissions path – mainly in how fast we switch to low-carbon energy. Give both future Earths
their thermometers, and show the difference if we stop at 500 ppm (1 part in 2000) or if we hit
1000 ppm (1 in 1000). Discuss what the two futures could mean in terms of global warming,
climate change, melting of ice caps, seal level rise, heat waves, extreme weather, triggering of
methane releases and even greater GHG concentrations, etc.
Ideas: there are images on the web showing these effects, and you can show some. You could
also put ten sweaters on the high-emissions 2100 Earth.
Have participants examine CHART 10 that shows past and projected future CO2 concentrations
and global temperatures. Have them locate the "four Earths" on the graphs. Reinforce by
having the four Earths hold their corresponding plastic bottles labelled "1850, 2015, 2100 LOWE, 2100-HIGH E."
SHORT VIDEOS SHOWING CLIMATE CHANGE SCIENCE AND ISSUES
Title
CO2 Trapping of
Earth's Heat
Death of a Forest
Length Filmaker
(min)
Producer
2:35
Iain Stewart
14:46
Micahel Pellegatti
A Higher Calling
6:10
CLIF Bar
How Whales
Change Climate
NASA A Year in the
Life of Earth's CO2
4:51
Chris Agnos
3:10
Leslie McCarthy
NASA Temperature
Data from 18802011
Our Pale Plue Dot
0:25
Leslie McCarthy
7:42
Victoria Weeks
Permafrost: The
Tipping Time Bomb
Rising Seas
Threaten Wildlife
Science Bulletins
Shrinking Glaciers
6:04
Peter Sinclair
1:07
Center for Biological
Diversity
American Museum of
Natural History
The History of
Climate Change
Negotiations in 83
Seconds
ClimateAdam
1:23
Center for Climate and
Environmental Research
- Oslo
3:00
ClimateAdam
8:11
Link
http://www.bbc.co.uk/programmes/b
00djvq9/episodes/guide
http://www.wildvisions.net/
http://www.clifbar.com/cliftv/ahigher-calling-for-jeremy-jones-andgregg-treinish
http://www.filmsforaction.org/watch/
how-whales-change-climate/
https://www.nasa.gov/press/goddard/
2014/november/nasa-computermodel-provides-a-new-portrait-ofcarbon-dioxide/#.VhUrw_lViko
http://www.nasa.gov/topics/earth/fea
tures/2011-temps.html
http://verglasmedia.com/ourpaleblue
dot/
http://www.yaleclimateconnections.o
rg/type/video/
http://stoprisingseas.org/
http://www.amnh.org/explore/scienc
ebulletins/(watch)/earth/documentarie
s/shrinking-glaciers-a-chronology-ofclimate-change
http://www.climatecryosphere.org/media-gallery/599the-history-of-climate-changenegotiations-in-83-seconds
https://www.youtube.com/channel/U
CCu5wtZ5uOWZp_roz7wHPfg