Carbon Dioxide and the Greenhouse Effect
Overview
In this activity, students conduct an experiment that enables them to witness the greenhouse effect and to consider the
positive and negative consequences of the greenhouse effect. This activity is an adaptation of the lesson titled What is a
Greenhouse? from LEARN: Atmospheric Science Explorers by University Corporation for Atmospheric Research
(http://www.ucar.edu/learn/index.htm).
Courses
Earth and Environmental Science
North Carolina Standard Course of Study for Earth and Environmental Science
• Objective 1.01: Identify questions and problems in the earth and environmental sciences that can be answered
through scientific investigations.
• Objective 1.02: Design and conduct scientific investigations to answer questions related to earth and
environmental science.
• Objective 1.05: Analyze reports of scientific investigations and environmental issues from an informed
scientifically literate viewpoint.
• Objective 2.07: Analyze the sources and impacts of society's use of energy.
• Objective 5.03 Analyze global atmospheric changes including changes in CO2, CH4, and stratospheric O3 and the
consequences of these changes.
Essential Questions
• What is the greenhouse effect?
• Is the greenhouse effect a good or bad thing for planet earth?
• What molecules are known as the greenhouse gases?
• What human activities cause greenhouse gases to be released to the atmosphere?
• What is the relationship between greenhouse gas emissions and projected sea level rise?
Materials
At each student station:
Two plastic 2L soda bottles, one intact and one with several 2”x 5” vents cut into the side
Two thermometers (bitherm thermometers work well)
One 150W spotlight
One light stand
Copies of The Greenhouse Effect student worksheet, provided
Graphs: Greenhouse Gas Emissions, 10,000 years ago to present (IPCC, 2007), provided
Table: Projected Sea Level Rise, 2100, provided
Graph: Projected Atmospheric CO2, 2100 (IPCC, 2007)
Student Preparation for Activity
This activity could be preceded by a discussion of greenhouse gases and how human activities are contributing to increased
greenhouse gas (GHG) levels in the atmosphere.
Duration
20-25 minutes
Adapted by UNC-Chapel Hill’s Environmental Resource Program
http://www.ie.unc.edu/erp/index.cfm
1
Procedure
1. Make the necessary equipment available at each student station and divide students into pairs or small groups.
2. Instruct students to follow the instructions on their activity worksheet to conduct the activity.
3. Students will begin by predicting what will happen to the temperature in each container once they turn on the spotlight.
4. While the students are waiting to measure and record the temperature in each container over time, invite them to
complete the back of their worksheet.
5. Conclude this activity by discussing student observations and answers to worksheet questions.
Culminating Activities
• Instruct students to graph their data and interpret their results in writing.
Differentiation
Students with Special Needs
• Place students in mixed ability partners or small groups for activity completion.
• Give students additional time to set-up and complete the experiment.
AIG
•
•
Instruct students to investigate levels of greenhouse emissions at the state or national level.
Instruct students to identify local industries that are high emitters of greenhouse gases.
Resources
IPCC, 2007: Climate Change 2007: The Physical Science Basis. Contribution of Working Group I to the Fourth
Assessment Report of the Intergovernmental Panel on Climate Change [Solomon, S., D. Qin, M. Manning, Z. Chen, M.
Marquis, K.B. Averyt, M. Tignor and H.L. Miller (eds.)]. Cambridge University Press, Cambridge, United Kingdom and
New York, NY, USA.
http://ipcc-wg1.ucar.edu/wg1/wg1-report.html
EPA Climate Change Kids Site
http://epa.gov/climatechange/kids/greenhouse.html
EPA’s Greenhouse Gas Emissions
http://www.epa.gov/climatechange/emissions/index.html
UCAR: Cycles of the Earth and Atmosphere: A web site for teachers
http://www.ucar.edu/learn/1_3_1.htm
Adapted by UNC-Chapel Hill’s Environmental Resource Program
http://www.ie.unc.edu/erp/index.cfm
2
NAME:
Student Worksheet
The Greenhouse Effect
1.
Place a thermometer into the top of both an intact 2 Liter plastic bottle and one that has vents cut into the side.
2.
Place each bottle at equal distances from the spotlight (turned off) and record the temperature (time = 0 minutes) in
each bottle on the data table below. Be sure to place the “vented” container to the right of the “intact” container.
3.
What do you predict will happen to the temperature in each container once you turn on the spotlight?
Intact Container:
Vented Container:
4.
Turn on the spotlight. Observe and record the temperature in each bottle after 4, 8, and 12 minutes. While you are
waiting to make and record your observations, please answer the questions on the back of this worksheet.
Time (minutes)
0
4
8
12
Temperature Increase
Subtract the ending
temperature from the
starting temperature
Intact Container
Temperature (◦F)
Vented Container
Temperature (◦F)
Data Analysis
5. Which container had the greatest increase in temperature?
6. Explain why you observed a temperature difference between the two bottles.
7.
How is the intact container behaving like the earth’s atmosphere? How is it different?
8.
This activity enabled you to observe the greenhouse effect on a small scale. How is the greenhouse effect a good
thing? How is it a bad thing for planet earth? Explain your answers.
Created by UNC-Chapel Hill’s Environmental Resource Program
http://www.ie.unc.edu/erp/index.cfm
Questions
Observe the trio of graphs at your station entitled “Greenhouse Gases, 10,000 years ago to present.”
9.
List the molecules that are known as the greenhouse gases.
10. Name several natural or man-made processes that release greenhouse gases into the atmosphere:
11. Name some activities you conduct that release greenhouse gases into the atmosphere:
Observe the table labeled “Projected Sea level Rise, 2100” which provides a summary of projected sea level rise at the end
of the 21st century for different fossil fuel emissions scenarios (IPCC Report, 2007).
12. What unit of measurement is used to describe sea level rise?
13. Which scenario (use abbreviation) from the summary table predicts the greatest rise in sea level?
14. Using the graph provided on the back of this summary table, explain why this scenario is projected to lead to the
greatest rise in sea level.
Created by UNC-Chapel Hill’s Environmental Resource Program
http://www.ie.unc.edu/erp/index.cfm
Greenhouse Gas Concentration
Greenhouse Gas
Emissions,
10,000 years ago
to present.
IPCC, 2007.
IPCC Emissions Scenario
Estimated
Temperature
Change (◦C at 20902099 relative to 19801999)
Sea Level Rise
(meters at 2090-2099
relative to 1980-1999)
Fossil Fuel Intensive Technologies (A1F)
2.4-6.4
0.26-0.59
Non-fossil energy technologies (1T)
1.4-3.8
0.2-0.45
1.7-4.4
0.21-0.48
1.1-2.9
0.18-0.38
1.4-3.8
0.2-0.43
Future: Rapid economic growth with and
population growth that peaks mid-century
AND:
Balanced use of fossil and non-fossil
technologies (A1B)
Future: Population growth that peaks midcentury, economy with global emphasis on
sustainability AND:
Clean and energy efficient technologies (B1)
Future: Increasing population growth,
intermediate levels of economic
development, economy with local emphasis
on sustainability AND:
Less rapid and more diverse technological
change (B2)
Projected Atmospheric CO2, 2100
Intergovernmental Panel on Climate Change
http://www.ghgonline.org/images/ipcc5b.gif