With Earth Day approaching, you might want to try out the experiment published in the Journal of Chemical Education.1 It outlines a fantastic way to demonstrate the warming influence that atmospheric CO2 has on our planet. I followed the procedure and offer a video of the results.2
Notice how this experiment connects to a description of the greenhouse effect: Visible light from the sun (modeled by the lamp) easily penetrates the atmosphere (modeled by the air in the cup) and warms the earth (modeled by the black rocks in the cup). The earth, like any warm body, emits infrared (IR) light. Greenhouse gases in the atmosphere (such as H2O, CO2, and methane) absorb this emitted IR light, slowing its escape from the planet. This has a warming effect. If earth had no greenhouse gases in its atmosphere, the IR light would escape more quickly, allowing for a cooler planet. Increasing the concentration of greenhouse gases in the atmosphere from fossil fuels use (modeled by the input of CO2 through the tube from dry ice) therefore warms the atmosphere.
It is of note that this experiment features the measurement of temperature in a system that is open to the atmosphere. This allows for a direct demonstration of the warming of our atmosphere due to the addition of CO2 alone. Conducting the experiment in a system open to the atmosphere eliminates the interference from additional warming that occurs in sealed systems due to trapped air being conductively warmed.
If desired, this set up allows students to try out inquiry-based explorations. For example, what happens if different gases are sent into the system? I would be interested to see if exhaled breath causes warming in this system (exhaled breath contains roughly 4-6% H2O and 4% CO2, both of which are greenhouse gases). If trying this experiment, students would have to be sure to cool the exhaled breath (which is presumably at 37oC) to room temperature prior to sending it into the air in the cup. To do so, students could immerse a coiled tube into a large bath of water at room temperature. Students could then exhale into one end of the tube, which would send the exhaled breath into the coil where it would be cooled to room temperature. The other end of the tube would of course be positioned to transfer the cooled exhaled breath into the cup.
You can learn more about this experiment in the February 2019 issue of the Journal of Chemical Education.
Reference
1. D’eon, Faust, Browning, and Quinlan. Exploring the Phases of Carbon Dioxide and the Greenhouse Effect in an Introductory Chemistry Laboratory, J. Chem. Educ., 2019 96 (2), 329-334.
2. Tom Kuntzleman, Does increased carbon dioxide in the atmosphere cause warming? Tommy Technetium YouTube Channel (accessed 3/27/19).
Safety
General Safety
General Safety
For Laboratory Work: Please refer to the ACS Guidelines for Chemical Laboratory Safety in Secondary Schools (2016).
For Demonstrations: Please refer to the ACS Division of Chemical Education Safety Guidelines for Chemical Demonstrations.
Other Safety resources
RAMP: Recognize hazards; Assess the risks of hazards; Minimize the risks of hazards; Prepare for emergencies
NGSS
Analyzing data in 9–12 builds on K–8 and progresses to introducing more detailed statistical analysis, the comparison of data sets for consistency, and the use of models to generate and analyze data.
Analyzing data in 9–12 builds on K–8 and progresses to introducing more detailed statistical analysis, the comparison of data sets for consistency, and the use of models to generate and analyze data. Analyze data using tools, technologies, and/or models (e.g., computational, mathematical) in order to make valid and reliable scientific claims or determine an optimal design solution.
Modeling in 9–12 builds on K–8 and progresses to using, synthesizing, and developing models to predict and show relationships among variables between systems and their components in the natural and designed worlds.
Modeling in 9–12 builds on K–8 and progresses to using, synthesizing, and developing models to predict and show relationships among variables between systems and their components in the natural and designed worlds. Use a model to predict the relationships between systems or between components of a system.
Planning and carrying out investigations in 9-12 builds on K-8 experiences and progresses to include investigations that provide evidence for and test conceptual, mathematical, physical, and empirical models.
Planning and carrying out investigations in 9-12 builds on K-8 experiences and progresses to include investigations that provide evidence for and test conceptual, mathematical, physical, and empirical models. Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data (e.g., number of trials, cost, risk, time), and refine the design accordingly.
Mathematical and computational thinking at the 9–12 level builds on K–8 and progresses to using algebraic thinking and analysis, a range of linear and nonlinear functions including trigonometric functions, exponentials and logarithms, and computational tools for statistical analysis to analyze, represent, and model data. Simple computational simulations are created and used based on mathematical models of basic assumptions. Use mathematical representations of phenomena to support claims.
Mathematical and computational thinking at the 9–12 level builds on K–8 and progresses to using algebraic thinking and analysis, a range of linear and nonlinear functions including trigonometric functions, exponentials and logarithms, and computational tools for statistical analysis to analyze, represent, and model data. Simple computational simulations are created and used based on mathematical models of basic assumptions. Use mathematical representations of phenomena to support claims.
Earth’s Place in the Universe, help students formulate an answer to the question: “What is the universe, and what is Earth’s place in it?” The ESS1 Disciplinary Core Idea from the NRC Framework is broken down into three sub-ideas: the universe and its stars, Earth and the solar system and the history of planet Earth. Students examine the processes governing the formation, evolution, and workings of the solar system and universe. Some concepts studied are fundamental to science, such as understanding how the matter of our world formed during the Big Bang and within the cores of stars. Others concepts are practical, such as understanding how short-term changes in the behavior of our sun directly affect humans. Engineering and technology play a large role here in obtaining and analyzing the data that support the theories of the formation of the solar system and universe. The crosscutting concepts of patterns, scale, proportion, and quantity, energy and matter, and stability and change are called out as organizing concepts for these disciplinary core ideas. In the ESS1 performance expectations, students are expected to demonstrate proficiency in developing and using models, using mathematical and computational thinking, constructing explanations and designing solutions, engaging in argument, and obtaining, evaluating and communicating information; and to use these practices to demonstrate understanding of the core ideas.
More information about this category of NGSS can be found at https://www.nextgenscience.org/dci-arrangement/hs-ess1-earths-place-univ....
Earth’s Place in the Universe, help studentsformulate an answer to the question: “What is the universe, and what is Earth’s place in it?”The ESS1 Disciplinary Core Idea from the NRC Framework is broken down into three sub-ideas: the universe and its stars, Earth and the solar system and the history of planet Earth. Students examine the processes governing the formation, evolution, and workings of the solar system and universe. Some concepts studied are fundamental to science, such as understanding how the matter of our world formed during the Big Bang and within the cores of stars. Others concepts are practical, such as understanding how short-term changes in the behavior of our sun directly affect humans. Engineering and technology play a large role here in obtaining and analyzing the data that support the theories of the formation of the solar system and universe. The crosscutting concepts of patterns, scale, proportion, and quantity, energy and matter, and stability and change are called out as organizing concepts for these disciplinary core ideas. In the ESS1 performance expectations, students are expected to demonstrate proficiency in developing and using models, using mathematical and computational thinking, constructing explanations and designing solutions, engaging in argument, and obtaining, evaluating and communicating information; and to use these practices to demonstrate understanding of the core ideas.
Students who demonstrate understanding can develop a model based on evidence to illustrate the life span of the sun and the role of nuclear fusion in the sun’s core to release energy that eventually reaches Earth in the form of radiation.
*More information about this category of NGSS can be found at https://www.nextgenscience.org/dci-arrangement/hs-ess1-earths-place-univ....
Students who demonstrate understanding can develop a model based on evidence to illustrate the life span of the sun and the role of nuclear fusion in the sun’s core to release energy that eventually reaches Earth in the form of radiation.
Assessment does not include details of the atomic and sub-atomic processes involved with the sun’s nuclear fusion.
Emphasis is on the energy transfer mechanisms that allow energy from nuclear fusion in the sun’s core to reach Earth. Examples of evidence for the model include observations of the masses and lifetimes of other stars, as well as the ways that the sun’s radiation varies due to sudden solar flares (“space weather”), the 11- year sunspot cycle, and non-cyclic variations over centuries.
Earth’s Systems, help students formulate an answer to the question: “How and why is Earth constantly changing?” The ESS2 Disciplinary Core Ideafrom the NRC Framework is broken down into five sub-ideas: Earth materials and systems, plate tectonics and large-scale system interactions, the roles of water in Earth’s surface processes, weather and climate, and biogeology. For the purpose of the NGSS, biogeology has been addressed within the life science standards. Students develop models and explanations for the ways that feedbacks between different Earth systems control the appearance of Earth’ssurface. Central to this is the tension between internal systems, which are largely responsiblefor creating land at Earth’s surface, and the sun-driven surface systems that tear down the land through weathering and erosion. Students begin to examine the ways that human activities cause feedbacks that create changes to other systems. Students understand the system interactions that control weather and climate, with a major emphasis on the mechanisms and implications of climate change. Students model the flow of energy between different components of the weather system and how this affects chemical cycles such as the carbon cycle. The crosscutting concepts of cause and effect, energy and matter, structure and function and stability and change are called out as organizing concepts for these disciplinary core ideas. In the ESS2 performance expectations, students are expected to demonstrate proficiency in developing and using models, planning and carrying out investigations, analyzing and interpreting data, and engaging in argument; and to use these practices to demonstrate understanding of the core ideas.
More information about all DCI for HS-ESS2 can be found https://www.nextgenscience.org/dci-arrangement/hs-ess2-earths-systems.
Earth’s Systems, help students formulate an answer to the question: “How and why is Earth constantly changing?” The ESS2 Disciplinary Core Ideafrom the NRC Framework is broken down into five sub-ideas: Earth materials and systems, plate tectonics and large-scale system interactions, the roles of water in Earth’s surface processes, weather and climate, and biogeology. For the purpose of the NGSS, biogeology has been addressed within the life science standards. Students develop models and explanations for the ways that feedbacks between different Earth systems control the appearance of Earth’ssurface. Central to this is the tension between internal systems, which are largely responsiblefor creating land at Earth’s surface, and the sun-driven surface systems that tear down the land through weathering and erosion. Students begin to examine the ways that human activities cause feedbacks that create changes to other systems. Students understand the system interactions that control weather and climate, with a major emphasis on the mechanisms and implications of climate change. Students model the flow of energy between different components of the weather system and how this affects chemical cycles such as the carbon cycle. The crosscutting concepts of cause and effect, energy and matter, structure and function and stability and change are called out as organizing concepts for these disciplinary core ideas. In the ESS2 performance expectations, students are expected to demonstrate proficiency in developing and using models, planning and carrying out investigations, analyzing and interpreting data, and engaging in argument; and to use these practices to demonstrate understanding of the core ideas.
Students who demonstrate understanding can analyze geoscience data to make the claim that one change to Earth’s surface can create feedbacks that cause changes to other Earth systems.
More information about all DCI for HS-ESS2 can be found https://www.nextgenscience.org/dci-arrangement/hs-ess2-earths-systems.
Analyze geoscience data to make the claim that one change to Earth's surface can create feedbacks that cause changes to other Earth systems.
Examples should include climate feedbacks, such as how an increase in greenhouse gases causes a rise in global temperatures that melts glacial ice, which reduces the amount of sunlight reflected from Earth’s surface, increasing surface temperatures and further reducing the amount of ice. Examples could also be taken from other system interactions, such as how the loss of ground vegetation causes an increase in water runoff and soil erosion; how dammed rivers increase groundwater recharge, decrease sediment transport, and increase coastal erosion; or how the loss of wetlands causes a decrease in local humidity that further reduces the wetland extent.
Students who demonstrate understanding can use a model to describe how variations in the flow of energy into and out of Earth’s systems result in changes in climate.
More information about all DCI for HS-ESS2 can be found https://www.nextgenscience.org/dci-arrangement/hs-ess2-earths-systems and further resources at https://www.nextgenscience.org.
Students who demonstrate understanding can use a model to describe how variations in the flow of energy into and out of Earth’s systems result in changes in climate.
Assessment of the results of changes in climate is limited to changes in surface temperatures, precipitation patterns, glacial ice volumes, sea levels, and biosphere distribution.
Examples of the causes of climate change differ by timescale, over 1-10 years: large volcanic eruption, ocean circulation; 10-100s of years: changes in human activity, ocean circulation, solar output; 10-100s of thousands of years: changes to Earth's orbit and the orientation of its axis; and 10-100s of millions of years: long-term changes in atmospheric composition.
Students who demonstrate understanding can Evaluate the validity and reliability of claims in published materials of the effects that different frequencies of electromagnetic radiation have when absorbed by matter.*
*More information about all DCI for HS-PS4 can be found at https://www.nextgenscience.org/topic-arrangement/hswaves-and-electromagnetic-radiation.
Students who demonstrate understanding can Evaluate the validity and reliability of claims in published materials of the effects that different frequencies of electromagnetic radiation have when absorbed by matter.
Assessment is limited to qualitative descriptions.
Emphasis is on the idea that photons associated with different frequencies of light have different energies, and the damage to living tissue from electromagnetic radiation depends on the energy of the radiation. Examples of published materials could include trade books, magazines, web resources, videos, and other passages that may reflect bias.
Analyze a Major Global Challenge is a performance expectation related to Engineering Design HS-ETS1.
Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.
Students analyze a major global problem. In their analysis, students: Describe the challenge with a rationale for why it is a major global challenge; Describe, qualitatively and quantitatively, the extent and depth of the problem and its major consequences to society and/or the natural world on both global and local scales if it remains unsolved; and Document background research on the problem from two or more sources, including research journals. Defining the process or system boundaries, and the components of the process or system: In their analysis, students identify the physical system in which the problem is embedded, including the major elements and relationships in the system and boundaries so as to clarify what is and is not part of the problem: and In their analysis, students describe* societal needs and wants that are relative to the problem. Defining the criteria and constraints: Students specify qualitative and quantitative criteria and constraints for acceptable solutions to the problem.