greenhouse gases

1. LP 3
# of Days 3
Prior
Knowledge
Students will have heard of greenhouse gases. They probably will know
very little about energy balance.
California English-
Language Arts
Content Standards
Reading 2.5
Listening and Speaking 1.1, 2.2 (b,c)
Lesson
Objective
Students will be able to identify greenhouse gases and their sources and
apply the properties of these gases and radiative forcing to model Earth's
energy budget.
Language
Goals/Demands
Lesson
Assessment
Concept map on days 2-3, formative - connection of sources and sinks, Lab
activity
California
State Science
Standards
Earth Science 4.c, 4.d, 6.a, 7.b, 8.b; Investigation 1 a, b, c, d, and k
Materials
Needed
Powerpoint, Materials for greenhouse gas effect activity; Resonance
models with tennis balls, etc.; Gas Files Activity What Worked Well
Time Learning Task or Activity
Day 1
3 min
BW: Study for the Quiz over LP 1 & 2
- Check HW problems on the overhead
15 min
Quiz
7 minutes
What do you already know? What are the greenhouse
gases? Where do they come from? How do they work?
10 minutes
Greenhouse Gas Presentation
- If the amount of energy that comes in is the same amount
of energy that goes out, how can our planet stay warm?
- The answer is greenhouse gases.
- Show pictures of a greenhouse and describe their
properties.
OR show this 6 minute video that is quite entertaining
http://www.youtube.com/watch?v=AIBk0pGV_BQ
LECTURE/DISCUSSION
See 3.1.3 Greenhouse Gases Slides #3-5
Use 3.1.4 Student Notes Handout
Students should use the notetaking page 3.1.4 to record notes during the
lecture. There are also a few questions on the back to use during the
resonance model activity or demonstration.
Greenhouse Gases
INDIVIDUAL SEAT WORK
INDIVIDUAL SEAT WORK
3.1.2 QUIZ
KWL Chart
See 3.1.3 Greenhouse Gases Slides #2
Activating prior knowledge. Before naming the greenhouse gases ask
what students already know.
Changes for Next
Time
Method & Notes

2. 17 min
Resonance Model Demonstration
- Show students different models of gas compounds and
how they resonate. Have students connect the different
wavelengths with resonance. What would happen without
greenhouse gases? Goldilocks slide.
Use this website to show different resonance patterns of
vibrations http://chemtube3d.com/vibrationsCO2.htm
3 min + HW
Preparation for Greenhouse Gas Lab Activity
- Students wil think about and prepare for the lab activity
tomorrow. Show the materials.
Day 2
3 min
BW: What would happen if there were no greenhouse
gases? Review your lab set up for today's lab.
35 min
The Greenhouse Gas Effect Activity
-Either students test their experimental design (inquiry-
based) or they all follow the same procedures (written
directions).
-Students should work in groups to set up their labs. They
might have different set ups and results if doing their own
design. If they are sucessful at trapping CO2 they should
see a change in temperature between the two bottles.
7 min
Debrief Lab and Discussion
- Debrief the lab, discuss the greenhouse effect and how
the gas in the atmosphere does cause an increase in
temperature.
5 min
Energy Balance Diagram or Review of Resonance
- Teachers and students will step through the different parts
of the energy balance diagrams with students providing
explanations for each of the arrows
INDIVIDUAL SEAT WORK
HANDS-ON LAB
See 3.2.1a Greenhouse Gas Lab – Inquiry, self guided
OR 3.2.1b Greenhouse Gas Lab – specific directions
Students will need some time to discuss their experimental set up and to
decide on a plan as groups. They will need about 20 minutes to collect
data.
DISCUSSION/LECTURE/Q&A
See 3.1.3 Greenhouse Gases Slides #12 or 13
Either review resonance or review the more complicated energy balance
as a wrap up for the lab. This is a complicated model of the greenhouse
gases and the energy balance. Use it to step through the process and
show all the different processes that are working together.
LECTURE/DEMONSTRATION
See 3.1.3 Greenhouse Gases Slides #6-9
Show the types of gases in our atmosphere and what the temperature of
the earth would be without GHGs.
DEMONSTRATION - Follow notes on 3.1.4 Collect data with different
groups on the board or any way you want. 3.1.4a Task Card for student
investigation
3.1.5 RESONANCE MODEL MAKING (Optional) students make their own
models- will take an entire class period
3.1.6 GOLDILOCKS ACTIVITY (Optional) Creation of atmospheric bean
models to compare Earth, Mars and Venus
3.1.7 HOMEWORK
DISCUSSION/LECTURE/Q&A
See 3.1.3 Greenhouse Gases Slides #10-11

3. 5 min
Concept Map
- Students will add to the concept map they started on the
first day. Hand out the new words to be added.
HW Work on concept map
Day 3
3 min
BW: What do you think are the sources of greenhouse
gases?
7 min
Intrduction to today's activity: Sources and Sinks - Thought
question about bathtub.
- Refer back to the Dynamic Balance Model in LP2, yet the
water is represents carbon here, rather than energy in the
Energy Budget unit.
25 min
Gas Files Activity
- Students look at data and graphs to determine the
quantities and sources of the different greenhouse gases
- Examples will deal with CO2, methane, nitrous oxide, and
water vapor
15 min
Mitigation Strategies
- Students now need to start to make the connection
between carbon dioxide and reducing carbon emissions
(mitigation)
- Show the wedge diagram that will be used with the final
assessment showing increases in carbon dioxide
- Talk about three or four wedges - ways to mitigate more
carbon emissions
HW
Concept Map
- Students will add to the concept map they started on the
first day. Hand out the new words they should add to their
maps.
LECTURE
See 3.3.3 Mitigation Strategies Slides
See 3.3.5 Pictures of Power Plants - OPTIONAL
HOMEWORK
Use 3.3.4 Concept Map Homework
INDIVIDUAL SEAT WORK, Check Concept Map
THINK/PAIR/SHARE
Use 3.3.1 Bathtub Thoughts Handout
WHOLE CLASS DISCUSSION
GROUP WORK
Use 3.3.2 Gas Files Activity
INDIVIDUAL SEAT WORK
Use 3.2.2 Concept Map Homework

4. Greenhouse Gases and Energy Balance
LP3
3.0 List of Resources
3.1.1 blank
3.1.2 Quiz LP1 & LP2
3.1.3 Greenhouse Gases Slides
3.1.4 Student Notes Handout (for use during slides and resonance model activity)
3.1.4a Task Card for Resonance Models
3.1.5 Resonance Model Making OPTIONAL (if you want students to make their own resonance
models)
3.1.6 Goldilocks Activity OPTIONAL
3.1.7 Homework – Lab Set Up
3.2.1a Greenhouse Gas Lab INQUIRY
3.2.1b Greenhouse Gas Lab WRITTEN
3.2.2 Concept Map Homework
3.3.1 Bathtub Thoughts Handout
3.3.2 Gas Files Activity
3.3.3 Mitigation Strategies Slides
3.3.4 Concept Map Homework
3.3.5 Pictures of Power Plants OPTIONAL
Supplies
Materials for GHG effect activity
2L soda bottles
thermometers
2 ways to make carbon dioxide
Alka‐seltzer tablets + water = carbon dioxide
Vinegar + baking soda = carbon dioxide
A heat source (light bulbs)
Resonance models with tennis balls

5. 3.1.2 Quiz LP1 & LP2
Questions and answers.
1. You have a friend that lives in the desert where it almost never rains. You talk to
him on the phone and he says that it has rained for the last three days. He says
that the climate must be changing. How do you respond?
I would tell my friend that climate is weather that happens over a long
period, often 30 years. He experienced some odd weather, but this is not
evidence for or against climate change.
2. The energy that is emitted from the Sun travels in the form of:
a. Short‐wave radiation
b. Long‐wave radiation
c. Non‐wave radiation
3. The energy that is emitted from the Earth travels in the form of:
a. Short‐wave radiation
b. Long‐wave radiation
c. Non‐wave radiation
4. A volcano in Hawaii erupted and shot out a lot of ash. This ash formed huge
thick clouds over Hawaii. What did this volcanic eruption do to the albedo over
Hawaii?
a. Increase the albedo
b. Decrease the albedo
c. Keep the albedo the same
5. If the solar constant of the Sun doubled what would happen to the temperature
of the Earth if all else was kept constant?
a. The temperature would go down
b. The temperature would stay exactly the same
c. The temperature would increase

6. Name ________________________________________________________
1. You have a friend that lives in the desert where it almost never rains. You talk to
him on the phone and he says that it has rained for the last three days. He says
that the climate must be changing. How do you respond?
2. The energy that is emitted from the Sun travels in the form of:
a. Short‐wave radiation
b. Long‐wave radiation
c. Non‐wave radiation
3. The energy that is emitted from the Earth travels in the form of:
a. Short‐wave radiation
b. Long‐wave radiation
c. Non‐wave radiation
4. A volcano in Hawaii erupted and shot out a lot of ash. This ash formed huge
thick clouds over Hawaii. What did this volcanic eruption do to the albedo over
Hawaii?
a. Increase the albedo
b. Decrease the albedo
c. Keep the albedo the same
5. If the solar constant of the Sun doubled what would happen to the temperature
of the Earth if all else was kept constant?
a. The temperature would go down
b. The temperature would stay exactly the same
c. The temperature would increase

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14. 3.1.4 Student Notes Handout
Name Period Date
What are the percentages of different components of the atmosphere?
Nitrogen
Oxygen
Argon
Greenhouse Gases
What are some greenhouse gases?
What would happen to the Earth if we were not experiencing the Greenhouse Effect?
Why is the small (less than 1%) amount of greenhouse gases so important to the
average temperature of the Earth?
Where is one place greenhouse gases are produced?

15. AFTER RESONANCE MODEL ACTIVITY: Record either your group or class data.
DATA
Greenhouse Gas Frequency at which resonance is greatest (record # of vibrations
in 5 seconds divided by 5 seconds)
Carbon Dioxide
Methane
Nitrogen
Why does the greenhouse effect happen? Think about the resonant models of the
gases?

16. TASK CARD: Resonance Models – Carbon Dioxide, Methane and Nitrogen
You will be exploring three different greenhouse gases, each one represented
by a model. Your group will use the models to make observations about the
RESONANT FREQUENCY of each gas.
WHAT TO DO
Hold your model by the center atom and shake it (for nitrogen, hold one of the
ends). Keep the amplitude of vibration (the shaking distance) less than 6 inches. Be
sure to try very slow frequencies (~2/second) as well as fast ones.
OBSERVATIONS
Is there a frequency at which it is much easier to keep the model vibrating? At this
frequency your model molecule better absorbs and retains your energy output. If
there is such a frequency, determine what it is in vibrations per second by counting
the number of vibrations in a 5‐second interval and dividing by 5. When told rotate
through different stations or switch models with other groups. Repeat this
procedure for all three models.
DATA
Record your data on the back of your greenhouse gas notes in the table provided.
DISCUSSION: As a group, discuss the following questions.
1. How do the resonant frequencies of the 3 models compare?
2. What hypothesis can you formulate to explain your observations?
3. Physicists tell us that the behavior of the models built from the tennis balls is a
good analogy of the behavior of real molecules of carbon dioxide, methane, and
nitrogen. From the observations of your models, can you explain why some gases in
the atmosphere absorb infrared radiation and others do not?
4. Why do you think greenhouse gases absorb infrared radiation and do not absorb
visible light?
INDIVIDUALLY, record your group data and answer the following questions on the
back of your note taking sheet.
1. Why does the greenhouse effect happen? Think about the resonant models of the
gases?

17. 3.1.5 Resonance Model Making
Resonance and Greenhouse Gases
Background
Every object that is free to vibrate has its
own natural frequency. If you vibrate an
object near one of its natural frequencies, its
motion may grow quite large, a process
known as resonance. Molecules behave in
the same manner: they absorb energy near
their resonant frequencies and vibrate,
creating heat. In this activity, you are going to
build model molecules of atmospheric gases
and make observations about their resonant
frequencies.
Adapted from Operation Chemistry and Global Warming Activities for High School Science Classes, Rosenthal and
Golden, 1991
Directions to Build Gas Models
Your team will build three molecules: carbon dioxide, methane, and nitrogen. These three
gases are found in the atmosphere at different concentrations. You will use these models to
figure out their resonance frequency which relates to the wavelength of light that they absorb.
Carbon dioxide model
1. Insert one 10‐inch hacksaw blade through a carbon atom with two slits. Let it stick out
about one inch on the other side.
2. Repeat the procedure with another hacksaw blade from the other side.
3. Add an oxygen atom to each end so that the distance between each oxygen and the
center carbon is 5 inches.
Methane model
1. Insert one 10‐inch hacksaw blade through the carbon atom with four slits so the end
sticks out about one inch on the other side.
2. Repeat the procedure with another hacksaw blade from the other side.
3. Repeat steps 1 and 2 through the other pair of slits. You should now have a carbon atom
with 4 arms.
4. Add one hydrogen atom to each of the arms so that the distance between each
hydrogen and the central carbon is 5 inches.
Nitrogen model
1. Insert one short piece of hacksaw blade into each of the 3 slits in one of the nitrogen
atoms.
2. Add the remaining nitrogen atom by inserting the 3 blade ends into its slits.

18. What to Do
Hold a gas model by the center atom and shake it (for nitrogen, hold one of the ends). Keep the
amplitude of vibration (the shaking distance) less than 6 inches. First try very slow shaking
(~2/second) and increase the speed of shaking. You are looking for the speed of shaking
(frequency) that makes the molecule move the easiest, with the least jerky movements. Do this
with all three gases.
Observations
Is there a frequency at which it is much easier to keep the model vibrating? At this frequency
the model molecule absorbs and retains your energy output better. Less energy is lost to
random movements. If there is such a frequency, determine what it is in vibrations per second
by counting the number of vibrations in a 5‐second interval and dividing by 5. Do at least three
trials, letting different member of your group experiment and obtain the range of frequencies
at which the maximum energy is absorbed. Repeat this procedure for all three models.
Frequency (# of vibrations per second)
Gas Trial 1 Trial 2 Trial 3
CO2 – carbon dioxide
CH4 – methane
N2 – nitrogen
Record your group’s results on the board. Look at the results obtained by other groups
and discuss how your results compare to those obtained by other members of the class.
1. Compare the resonant frequencies of the 3 models.
2. What hypothesis can you formulate to explain your observations?
3. Physicists tell us that the behavior of the models built from the tennis balls is a good analogy
of the behavior of real molecules of carbon dioxide, methane, and nitrogen. From the
observations of your models, can you explain why some gases in the atmosphere absorb
infrared radiation and others do not?
4. Nitrogen is not a greenhouse gas, and carbon dioxide and methane are greenhouse gases.
Why do you think greenhouse gases absorb infrared radiation and nitrogen doesn’t?

19. 3.1.6 Goldilocks Activity
THE “GOLDILOCKS” PRINCIPLE
Materials:
Atmosphere models in baggies
Resource Cards 1-5
Task Card
Recording Sheets (one per student)
Background
On earth, two elements, nitrogen (N2) and oxygen (O2), make up almost 99% of the volume of
clean, dry air. Most of the remaining 1% is accounted for by the inert gaseous element, argon
(Ar). Argon and the tiny percentage of remaining gases are referred to as trace gases. Certain
trace atmospheric gases help to heat up our planet because they appear transparent to incoming
visible (shortwave) light but act as a barrier to outgoing infrared (longwave) radiation. These
special trace gases are often referred to as "greenhouse gases" because a scientist in the early
19th century suggested that they function much like the glass plates found on a greenhouse used
for growing plants.
The earth's atmosphere is composed of gases (for example, CO2 and CH4) of just the right
types and in just the right amounts to warm the earth to temperatures suitable for life. The effect
of the atmosphere to trap heat is the true "greenhouse effect."
We can evaluate the effect of greenhouse gases by comparing Earth with its nearest
planetary neighbors, Venus and Mars. These planets either have too much greenhouse effect or
too little to be able to sustain life as we know it. The differences between the three planets have
been termed the "Goldilocks Principle" (Venus is too hot, Mars is too cold, but Earth is just
right).
Mars and Venus have essentially the same types and percentages of gases in their
atmosphere. The atmospheres of both of them are primarily CO2 and they are very different
from the Earth. However, they have very different atmospheric densities.
Venus has an extremely dense atmosphere, so this density combined with the concentration of
CO2 (96.5% of the atmosphere) is responsible for a "runaway" greenhouse effect and a
very high surface temperature.
Mars has almost no atmosphere; therefore the amount of CO2 (95% of the atmosphere)
although similar to that of Venus is not sufficient to supply a warming effect and the
surface temperatures of Mars are very low.
Mars is much further away from the Sun than is Venus.
Adapted from The Goldilocks Principle: A Model of Atmospheric Gases
http://www.ucar.edu/learn/1_1_2_1t.htm

20. TASK CARD: GOLDILOCKS PRINCIPLE
Without greenhouse gases what would happen to the Earth? We will look at Earth’s two closest
planets to see what is happening in their atmospheres.
Greenhouse gases are invisible molecules in the atmosphere. They let sunlight energy into the
atmosphere, but they are able to trap it so it can’t get back out. In the earth, there are several
important greenhouse gases. Table 3 lists the main gases and their sources.
Our neighboring planets either have too much greenhouse gases or not enough. Mars and Venus
have very similar types of GHGs in their atmospheres, but they are different in the density of
gas.
• Venus has an extremely dense atmosphere, so this density combined with the concentration of
CO2 (96.5% of the atmosphere) is responsible for a "runaway" greenhouse effect and a very
high surface temperature.
• Mars has almost no atmosphere; therefore the amount of CO2 (95% of the atmosphere)
although similar to that of Venus is not sufficient to supply a warming effect and the surface
temperatures of Mars are very low.
• Mars is much further away from the Sun than is Venus.
Materials:
Bean models of the atmosphere on the three planets (Earth, Venus and Mars)
Resource Cards 1-5
As a group, discuss the following questions.
1. Do the bags all look the same? Why or why not?
2. Using the tables on the three planet resource sheets, complete the table on your
worksheet.
3. What would the temperature on each of the three planets be like without greenhouse
gases?
4. Why is it so much colder on Mars than on Venus, even though they have similar amounts
of carbon dioxide?
5. Name at least two ways that the atmospheres of Venus and Mars are similar to each
other, and one way that both differ from Earth's.
6. Why do we call this the “Goldilocks” principle?

21. RECORDING SHEET: Why is Earth the GOLDILOCKS planet?
Temperature and Pressure
Comparison
VENUS EARTH MARS
Surface Pressure Relative to Earth
Major Greenhouse Gases
Estimated Temperature if No
Greenhouse Gases (°C)
Actual Temperature (°C)
Temperature Change Due to
Greenhouse Gases
Atmospheric Concentrations of
Greenhouse Gases (%)
VENUS EARTH MARS
Carbon Dioxide (CO2)
Nitrogen (N2)
Oxygen (O2)
Argon (Ar)
Methane (CH4)
1. Why is it so much colder on Mars than on Venus, even though they have similar amounts
of carbon dioxide?
2. Name at least two ways that the atmospheres of Venus and Mars are similar to each
other, and one way that both differ from Earth's.
3. Why do we call this the “Goldilocks” principle?

22. RESOURCE CARD 1: GOLDILOCKS
VENUS
Temperature and Pressure Comparison Atmospheric Concentrations of Greenhouse
Gases (%) on Venus
Surface Pressure Relative to Earth 90 Carbon Dioxide (CO2) 96.5
Major Greenhouse Gases CO2
Nitrogen (N2) 3.5
Estimated Temperature if no
Greenhouse Gases (°C)
-46 Oxygen (O2) Trace
Actual Temperature (°C) 477 Argon (Ar) 0.007
Temperature Change Due to GHG +523 Methane (CH4) 0
The relative distance from the Sun has some influence on planetary temperature, but the
greenhouse gases and atmospheric density have more of an impact on temperature. Venus has an
extremely dense atmosphere (with a surface pressure 90 times that relative to Earth's
atmosphere). Conversely, Mars has an extremely thin atmosphere (with a surface pressure less
than 1/100th of that relative to Earth's atmosphere).
Too much greenhouse effect:
The atmosphere of Venus, like Mars, is
nearly all carbon dioxide. But Venus
has about 300 times as much carbon
dioxide in its atmosphere as Earth and
Mars do, producing a runaway
greenhouse effect and a surface
temperature hot enough to melt lead.
The atmosphere on Venus is much
denser than the ones on Mars or Earth.
If we represented the density with
beans, Venus would have 9000 beans
compared to 100 on Earth.

23. RESOURCE CARD 2: GOLDILOCKS
MARS
Temperature and Pressure Comparison Atmospheric Concentrations of Greenhouse
Gases (%) of Mars
Surface Pressure Relative to Earth 0.007 Carbon Dioxide (CO2) 95
Major Greenhouse Gases CO2
Nitrogen (N2) 2.7
Estimated Temperature if No
Greenhouse Gases (°C)
-57 Oxygen (O2) 0.13
Actual Temperature (°C) -47 Argon (Ar) 1.6
Temperature Change Due to GHG +10 Methane (CH4) 0
The relative distance from the Sun has some influence on planetary temperature, but the
greenhouse gases and atmospheric density have more of an impact on temperature. Mars has an
extremely thin atmosphere (with a surface pressure less than 1/100th of that relative to Earth's
atmosphere).
Not enough greenhouse effect:
The planet Mars has a very thin
atmosphere, nearly all carbon
dioxide.
Because of the low atmospheric
pressure, and with little to no
methane or water vapor to
reinforce the weak greenhouse
effect, Mars has a largely frozen
surface that shows no evidence of
life.

24. RESOURCE CARD 3: GOLDILOCKS
EARTH
Temperature and Pressure Comparison Atmospheric Concentrations of Greenhouse
Gases (%) on Earth
Surface Pressure Relative to earth 1 Carbon Dioxide (CO2) 0.03
Major Greenhouse Gases H2O,
CO2
Nitrogen (N2) 78
Estimated Temperature if No
Greenhouse Gases (°C)
-18 Oxygen (O2) 21
Actual Temperature (°C) 15 Argon (Ar) 0.9
Temperature Change Due to
Greenhouse Gases
+33 Methane (CH4) 0.002
The relative distance from the Sun has some influence on planetary temperature, but the
greenhouse gases and atmospheric density have more of an impact on temperature. Venus has an
extremely dense atmosphere (with a surface pressure 90 times that relative to Earth's).
Conversely, Mars has an extremely thin atmosphere (with a surface pressure less than 1/100th of
that relative to Earth's).
The right amount of greenhouse
effect?
The earth has small amounts of
carbon dioxide and other
greenhouse gases, but working
together they create a balanced
system that helps to support
life. US!
This model does not take into
account the importance of
water vapor as a greenhouse
gas. Water vapor both helps
warm the planet, when it is in
the form of a gas, and cool the
planet, when it is in a reflecting
cloud.

25. RESOURCE CARD 4: GOLDILOCKS
Major Greenhouse Gases and their Sources
Greenhouse Gas Main sources
Water Vapor (H20) Water in the air as clouds or vapor.
Carbon Dioxide (CO2) Burning fossil fuels, deforestation, land use changes,
respiration, volcanic eruption
Methane (CH4) Decomposition of wastes in landfills, agriculture
(especially rice production), cattle digestion, manure
management
Nitrous Oxide (NO2) Soil cultivation practices (how we grow plants) use of
fertilizers, burning fossil fuels, biomass burning.
Chloroflorocarbons
(CFCs)
Human made compound originally made to use as a
coolant in refrigerators and air conditioners. Now
regulated in production and atmosphere release
because of international agreements to limit use.

26. RESOURCE CARD 5: GOLDILOCKS
Beans in a Bag Models
Scientists use models to help describe a complex system. Sometimes you need to simplify the
system for the model. These bags contain very different colored beans, but they all have the
same total number of beans. That's not the way it is on the real planets. Venus has an atmosphere
90 times thicker than Earth's and Mars has an atmosphere more than 100 times thinner! If you
made a bag with 100 beans to represent Earth's atmosphere, then to show the correct density of
the atmosphere, your Venus bag would have 9000 beans, and your Mars bag would have less
than 1 bean!

27. Bean Bags for Atmosphere Concentration Models
To make the bags of atmosphere, you can use this table to help you. This is to demonstrate the
relative proportions of each gas in the total atmosphere. Each bag or atmosphere should have
100 beans in it. If you were to simulate the actual amount of each gas, you would multiply the
proportion by the relative amount to Earth (for Venus, X 90; for Mars X 0.6).
Gas
Concentration
Venus Earth Mars
CO2 96 1 95
N2 3 76 3
O2 21 1
CH4 1
Ar 1 1 2
Total Number
of beans
100 100 100
Total in
Atmosphere
9000 100 0.6

28. 3.1.6 Homework
Name Per. Date
Greenhouse in a Jar Lab – SET UP and EXPERIMENTAL DESIGN
QUESTIONS TO THINK ABOUT:
1. How might carbon dioxide be important to the atmosphere?
2. How can you design an experiment that will test the effect of carbon dioxide on the
temperature of the atmosphere (air)?
Materials
2L soda bottles
thermometers
2 ways to make carbon dioxide
Alka‐seltzer tablets + water = carbon dioxide
Vinegar + baking soda = carbon dioxide
A heat source (lightbulbs) to simulate the energy coming from the sun
It will be important to think about the differences between what is in the bottles and also
how you will trap the gas in the bottle.
Draw or write some ways to set up this experiment. Tomorrow your group will discuss
their ideas and then you will conduct your experiment. You will be able to gather data for
about 25 minutes.

29. 3.2.1a LAB
Name Per. Date
Greenhouse in a Jar Lab
Discuss with your group the different ways you thought to set up the lab. Decide on a lab
set up as a group. You are designing an experiment that will test the effect of carbon
dioxide on the temperature of the atmosphere (air)?
What do think will happen?
Materials
2L soda bottles
thermometers
2 ways to make carbon dioxide
Alkaseltzer tablets + water = carbon dioxide
Vinegar + baking soda = carbon dioxide
A heat source (lightbulbs) to simulate the energy coming from the Sun
Diagram of experimental set up (as a group)
In your diagram, give each jar a number (ex. 1, 2, and 3). Label what you will put in each jar,
how you will measure the temperature, how you will trap the gas and where you will place
your light source. It might also be a good idea to record the temperature on the table under
the light.

30. Data Collection:
Once your experiment is set up, begin recording the temperatures in the bottles. Use the
blank table below.
Time Set up 1 = Set Up 2 = Set Up 3 = Set Up 4 =
0 minutes
2
4
6
8
10
12
14
16
18
20
22
24
Using graph paper or a computer, graph the temperature of the air against the time they
were in the light source.
Analysis
What conclusions can we draw from this activity?
Does carbon dioxide have an effect on the temperature of the air in the jar?

31. 3.2.1 LAB
Name Per. Date
Greenhouse in a Jar Lab
Question: How does the presence of increased levels of CO2 affect the temperature inside a bottle
when exposed to heat?
Materials:
2 clear 2L soda bottles with labels removed
tin foil
2 thermometers (these should read at room temperature)
1 250 ml beaker + water
1 Alka‐seltzer tablet
1 150 W light fixture
1 ruler
1 stop watch
Procedure:
1. Set up the lamp on the table so that it faces away from the rest of the class. Be careful as you
work with the lamp, it can get very hot. Do not turn it on yet.
2. Place the 2 liter bottles next to each other side by side about 6 inches away from the lamp.
3. Add 200 ml of water to each bottle.
4. Hang the thermometer in the control bottle so that it is in the middle, the thermometer
should not touch the water. Make sure you can see the temperature. Use tin foil to seal the
bottle and also hold up the thermometer.
5. Break an Alkaseltzer tablet in half and place both pieces in the second bottle. Immediately
hang the second thermometer and close the top with tin foil as with the first bottle. This is
your experimental bottle.
6. Turn on the lamp and make sure it shines evenly on both bottles.
7. Using the recording sheet, record the temperature in both bottles every two minutes for the
next twenty minutes.
8. When all data has been collected, clean up your lab station.

32. Data Collection:
Once your experiment is set up, begin recording the temperatures in the bottles on a table. Use the
blank table below.
Time Set up 1 = CONTROL
Just Water
Set Up 2 =
EXPERIMENTAL
Water + CO2
0 minutes
2
4
6
8
10
12
14
16
18
20
Results
Graph your results on graph paper.
Discussion Questions:
1. What is different in the two bottles?
2. Describe what is happening in the bottle that contains the CO2.
3. How might you change this experiment if you wanted to know the effect of different
concentrations of CO2. Assume you have a method for measuring CO2 concentration.

33. 3.2.2 Concept Map and Homework
Continue to work on your Concept Map
Add the following words to your map.
Greenhouse gases
Carbon Dioxide
Water Vapor
Methane
Nitrous Oxide
Atmosphere
Temperature

34. 3.3.1
Name Per Date
Bathtub Thought Experiment
Imagine you have a 50‐gallon bathtub. You want to keep it always exactly halfway
full, at 25 gallons.
Besides turning off the tap and closing the drain as soon as it gets to 25 gallons and
leaving it there ‐‐
List at least 2 ways you think of to put water into the bathtub
List at least 2 ways you think of to take water out of the bathtub
Now, imagine your bathtub is staying even at a steady state of 25 gallons. All of a
sudden your friend comes over with a hose blasting at full speed.
What happens to your bathtub?
In this example there are SOURCES for water (hoses, taps, cups) and there are
SINKS for water (ways to take water out, also buckets, hoses, drains). There are
also sources and sinks for greenhouse gases.
Share with your partner and write down at least one source (place a greenhouse gas
comes from) and one sink (a way a greenhouse gas can be used up or go away)
SOURCE of Greenhouse Gases SINK for Greenhouse Gases

35. 3.3.2 Gas Files Activity
The Gas Files
Teacher Information:
There are 5 greenhouse gases that will be discussed in this activity. Students should have
a task card, a recording sheet and the first 4 resource cards. Resource cards 5 and 6 are
optional.
More information on greenhouse gases:
Water vapor (H2O). The most abundant greenhouse gas. It acts as a feedback to the
climate. Water vapor increases as the Earth's atmosphere warms, but so does the
possibility of clouds and precipitation, making these some of the most important feedback
mechanisms to the greenhouse effect.
Carbon dioxide (CO2). A minor but very important component of the atmosphere (in
terms of concentration). Carbon dioxide is released through natural processes such as
respiration and volcano eruptions and through human activities such as deforestation, land
use changes, and burning fossil fuels. Humans have increased atmospheric CO2
concentration by more than a third since the Industrial Revolution began. This is the most
important long‐lived "forcing" of climate change.
Methane (CH4). A hydrocarbon gas produced both through natural sources and human
activities, including the decomposition of wastes in landfills, agriculture, and especially rice
cultivation, as well as cattle digestion and manure management associated with domestic
livestock. On a molecule‐for‐molecule basis, methane is a far more active greenhouse gas
than carbon dioxide, but also one which is much less abundant in the atmosphere.
Nitrous oxide (NO2). A powerful greenhouse gas produced by soil cultivation practices,
especially the use of commercial and organic fertilizers, fossil fuel combustion, nitric acid
production, and biomass burning.
Chlorofluorocarbons (CFCs). Synthetic compounds of entirely of industrial origin used in
a number of applications, but now largely regulated in production and release to the
atmosphere by international agreement for their ability to contribute to destruction of the
ozone layer. CFCs are also greenhouse gases and so are the compounds we have made to
replace them .

36. TASK CARD: The GAS Files
Greenhouse gases are invisible. They are in the atmosphere. They are produced both
naturally and because of human activity. We call this either:
NATURAL ‐ caused by nature or ANTHROPOGENIC‐ caused by humans
Using the resource cards as references, DISCUSS the following questions with your group:
1. What are the main greenhouse gases in the atmosphere? According to Resource Card 1,
what is the most abundant greenhouse gas?
2. According to Resource Cards 1 and 2, there are many sources of greenhouse gases. On
your table, record the 5 main greenhouse gases and give one natural and one human source
for each one. These are SOURCES for greenhouse gases.
3. What trends do you notice in greenhouse gas emissions over time? (Resource Card 3)
Why do you think this is happening?
4. For each of the 4 gases humans release (not counting water vapor), what is one thing
that could be done to decrease the amount we are emitting?
5. Where are the major SINKS or places to store carbon? Is this natural or caused by
humans? Some people are proposing that we capture and store carbon dioxide
underground. Do you think this will work? Why? (Resource Card 4)
6. Using at least two graphs, give an example relating the graphs and explaining the
evidence scientists use to support climate change.

37. Name Per Date
RECORDING SHEET: The GAS Files
List the main greenhouse gases and at least two sources for each one. Divide the sources by human causes
(anthropogenic) and natural causes. Not all may have both human and natural causes.
(Resource Card 1 and 2)
Greenhouse Gas (GHG) Human Cause ‐ SOURCE Natural Cause ‐ SOURCE
Using Resource Card 3, what trends do you notice for greenhouse gases over time?
For each of the 4 gases humans release (not counting water vapor), what is one thing that could be done to
decrease the amount we are emitting?
Where are the major SINKS or places to store carbon? Is this natural or caused by humans? Some people are
proposing that we capture and store carbon dioxide underground. Do you think this will work? Why?
(Resource Card 4)
Explain the emission profiles in Resource Card 5. Why is this important to understand?
Using at least two graphs, give an example relating the graphs and explaining the evidence scientists use to
support climate change.

38. RESOURCE CARD 1: The GAS Files
The top pie graph shows the proportion of annual greenhouse emissions from different
sources.
The bottom three pie graphs show the breakdown for each of three greenhouse gases in
comparison to the total. Seventy two percent (72%) of the total greenhouse gases emitted
was carbon dioxide, 18% methane and 9% nitrous oxide. Use the color pattern in the
upper pie graph to determine which source is represented in the lower pie graphs.

39. RESOURCE CARD 2: The GAS Files
Major Greenhouse Gases and their Sources
Greenhouse Gas Main sources
Water Vapor (H20) Water in the air as clouds or vapor
Carbon Dioxide (CO2) Burning fossil fuels, deforestation, land use changes,
respiration, volcanic eruption
Methane (CH4) Decomposition of wastes in landfills, agriculture (especially
rice production), cattle digestion, manure management
Nitrous Oxide (NO2) Soil cultivation practices (how we grow plants), use of
fertilizers, burning fossil fuels, biomass burning, microbial
denitrification
Chloroflorocarbons (CFCs) Human made compound. Originally made for use as a
coolant in refrigerators and air conditioners. Now CFCs are
regulated because of international agreements to limit use.
Definitions:
Deforestation – cutting down trees
Land Use Changes – when what is on the land changes. For example, a forest changes into a
farming field, a grassy lot changes into a parking lot, a white glacier changes into brown
dirt
Decomposition – the breakdown of something into something else
Biomass ‐ plants

40. RESOURCE CARD 3: The GAS Files

41. RESOURCE CARD 4: The GAS Files
Amount of Carbon Released or Stored by Different Sources per Year
Where does carbon go?
Carbon is released from the respiration of plants and the burning of fossil fuels. It is stored
in the atmosphere (the air), the biosphere (plants and soil) and the ocean.

42. RESOURCE CARD 5: The GAS Files
Key:
CO2 – Carbon Dioxide
N2O – Nitrous Oxide
CH4 – Methane
LUCF – Land Use Change and Forestry
F‐gases – Chloroflorocarbons (CFCs)
(man made synthetic chemicals)

43. RESOURCE CARD 6: The GAS Files

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48. 3.3.4 Concept Map and Homework
Continue to work on your Concept Map
Add the following words to your map.
Mitigation
Power Plant
Nuclear Power
Wind
Fossil Fuel
Sinks
Forests
Oceans
Renewable Energy

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52. D" E"

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