A Warmer World?

An Engineering Teaching Kit developed by:

Bridgette BaugherNick Justensen

Devin MaiLuke ScrubySean Yein

December 15, 2006MAE 491

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A Warmer World? is a five day lesson plan which teaches basic heat transfer and engineering design by studying the causes and effects of global warming. The lesson culminates with a design project in which students try to control the temperature of a system set up to mimic earth’s atmosphere by applying the principles of heat transfer.

Key Concepts Covered: Engineering Design Process Conservation of Energy Heat Transfer Greenhouse Effect Carbon Cycle

Mission: Teach students how engineers change the world by teaching the science behind global warming in conjunction with an engineering design project.

Luke Scruby - lrs2h@virginia.eduBridgette Baugher - brb2b@virginia.eduSean Yein - scy8y@virginia.eduNick Justesen - nsj4w@virginia.eduDevin Mai - dm8sx@virginia.edu

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Table of Contents

Virginia Standards of Learning Covered - - - - - - - - - - - - - - - - - - - - - - - - - 4

Lesson Plan Overview - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 5

Materials List - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 6

Day 1 Lesson Plan – The Greenhouse Effect - - - - - - - - - - - - - - - - - - - - - - - - - 7The Keeling Curve Handout - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 9The Greenhouse Effect Worksheet - - - - - - - - - - - - - - - - - - - - - - - - - 10Ice in Jar Experiment Procedure - - - - - - - - - - - - - - - - - - - - - - - - - 11

Day 2 Lesson Plan – What is the Carbon Cycle? - - - - - - - - - - - - - - - - - - - - 12Five Fun Facts Handout - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 14Is Atmospheric Carbon Dioxide Really Linked to Earth’s Temperature? - 15Business as Usual Handout - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 16Earth’s Atmosphere: What it is and What it Does - - - - - - - - - - - - - - - - - 17

Day 3 Lesson Plan – How is Earth Like a Greenhouse? Thermodynamics of Earth 18How is Earth Like A Greenhouse Handout - - - - - - - - - - - - - - - - - - - - 20How is Earth Like A Greenhouse: Luke’s Answer - - - - - - - - - - - - - - - 21The Greenhouse Effect: Earth’s Atmosphere - - - - - - - - - - - - - - - - - - - - 22Radiative Forcing Handout - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 23Predictions for the Future - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 24

Day 4 Lesson Plan – Design Project - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 25Keeping and Blocking Radiation Assignment - - - - - - - - - - - - - - 26Design Experiment Handout - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 27Design Experiment Handout, Teacher Copy - - - - - - - - - - - - - - - - - - - 29

Day 5 Lesson Plan – Grading Design Projects and Conclusion - - - - - - - - - - - - 32Evaluation of Design Spreadsheet - - - - - - - - - - - - - - - - - - - - - - - - - - 33

Additional Resources - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 33

References and Citations - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 34

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Virginia Standards of Learning CoveredSCI.CHE.1 The student will investigate and understand experiments in which variables are measured, analyzed, and evaluated, produce observations and verifiable data.

SCI.CHE.3 The student will investigate and understand how conservation of energy and matter is expressed in chemical formulas and balanced equations.

SCI.PHY.1 The student will investigate and understand how to plan and conduct investigations in which:

the components of a system are defined instruments are selected and used to extend observations and measurements of

mass, volume, temperature, heat exchange, energy transformations, motion, fields, and electric charge

information is recorded and presented in an organized format

Metric units are used in all measurements and calculations

the limitations of the experimental apparatus and design are recognized

the limitations of measured quantities through the appropriate use of significant figures or error ranges are recognized; and

data gathered from non-SI instruments are incorporated through appropriate conversions.

SCI.PHY.6 The student will investigate and understand that quantities including mass, energy, momentum, and charge are conserved.

SCI.PHS.6 The student will investigate and understand states and forms of energy and how energy is transferred and transformed. Key concepts include: potential and kinetic energy; mechanical, chemical, and electrical energy; and heat, light, and sound.

SCI.PHS.7 The student will investigate and understand temperature scales, heat, and heat transfer. Key concepts include: absolute zero, phase change, freezing point, melting point, boiling point, conduction, convection, radiation, vaporization, and condensation.

SCI.PHS.9 The student will investigate and understand the nature and technological applications of light. Key concepts include: reflection, refraction, particle theory, wave theory; and the electromagnetic spectrum.

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Lesson Plan Overview

Day 1: What is Global Warming?:10 Introduction:20 Difference between Engineering and Science:30 What is Global Warming? Class answers:40 What is Global Warming? Our presentation:50 Questions and Discussion

Homework: Write 5 sentences explaining what Global Warming is. List sources. Give them 3 source websites. Fill in “The Greenhouse Effect” Worksheet.

Day 2: What is the carbon cycle?:10 Recap of Global Warming:20 What is the carbon cycle? Class answers:30 Candle in Jar experiment:40 Presentation on Carbon Cycle:50 Questions and Discussion

Demonstration: Candle sealed in jar which goes out.

Day 3: Greenhouse Effect Thermodynamics:10 How does the Greenhouse effect work?:20 Introduction to Thermodynamics:30 Conduction, Convection, Radiation:40 Presentation on Earth’s Heat Transfer:50 Radiative Forcing of the Atmosphere

Day 4: Design Project:10 Discussion on the experiments and materials:20 Building:40 Testing:50 Questions and Discussion

Day 5: Test and Present Projects:10 Redesign:20 Redesign, test, and present designs:30 Review:40 Evaluate Designs:50 Questions and Flex time

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Materials ListDay 1: What is Global Warming?

Two identical glass jars2 cups cold water10 ice cubesOne clear plastic bagThermometer

Day 2: What is the carbon cycle?jar with lidcandlelighter

Day 3: Greenhouse Effect Thermodynamics

Day 4: Design ProjectTwo 2Liter BottlesTwo Ball of Clay5 Thermometers or a thermocouple with five leadsCotton BallDirtAluminum Foil1 lb dry ice1 can compressed gas dusterTape (Scotch)

Day 5: Test and Present ProjectsSame materials as day four

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Day 1 Lesson Plan:What is Global Warming?

Objectives:Introduce students to engineering as a disciplineDiscuss the difference between science and engineeringIntroduce the topics of Global Warming and the Greenhouse Effect.

:10 Introduction

Introduce ourselves Tell them the subject of the lecture series: “Global Warming” Tell them what they will learn:

o Global Warmingo Carbon Cycleo Conduction, Convection, Radiation o Engineering Design Process

:20 Difference between Engineering and Science

A scientist is an expert in at least one area of science. Engineers use creativity, technology, and scientific knowledge to solve practical problems.

Material Scientist studies different properties of materials: strength, ability to bend, ability to conduct electricity, ect

Mechanical Engineer – develops new products using the information the scientist found. Have an obligation to make things better for all of society.

Discussion Points:

Discuss everyday objects in the classroom and how scientists and engineers were involved in making them.

What kind of people are engineers? See: http://www.guidemenacme.org/guideme/likeyou/ http://www.guidemenacme.org/guideme/engineers/http://scripts.mit.edu/~wi/home/home2.php

Why is it important for women to become engineers?

Statistics: Women comprise 25 percent of the technology work force, while men make up 75 percent. Women hold 10 percent of the nation's top technology jobs, while men have 90 percent, according to the National Science Foundation.

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"The differences between men and women in science and engineering education programs and careers are not due to men being better or women being weaker," says William Newman, a math and science education professor at Chicago's Illinois Institute of Technology. "In fact, girls tend to earn higher grades than boys in science and math courses. However, they are not pursuing science and engineering in college or as careers at the same rate as boys. The difference is instead tied to societal expectations of men and women, and roles colored by gender stereotypes."

For more information consult:http://appsci.queensu.ca/prospective/engineering/science/http://www.ljkamm.com/eng-sci.htm

:30 What is Global Warming? Get answers from the class

Specific Questions to ask:What is it?Where is it happening?Who causes it?Why should we be concerned?How can we help to fix the problem?

:40 What is Global Warming? Explain in more detail.

Clips from An Inconvenient Truth – segment from where he describes sun and how it affects the earth, and cartoon.Show how its is affecting earth – through picturesIncorporate experiment

:50 Experiment, Questions and DiscussionConduct “Ice in Jar” ExperimentAssign “The Greenhouse Effect” Worksheet as homeworkDiscussion and Questions

Homework: Write 5 sentences explaining what Global Warming is. List sources. Give them 3 source websites. Fill in “The Greenhouse Effect” Worksheet.

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The Keeling Curve

The figure above shows the concentration of carbon dioxide (CO2) gas in the atmosphere as measured at the Mauna Loa observatory in Hawaii. The data is collected contiunously, then averaged for each month before being plotted. This curve is known as the Keeling curve because Dr. Charles Keeling was the first to notice that atmospheric CO2 is relatively uniformly distributed throughout most of the atmosphere and that, while it varies each year it is also increasing. Dr. Keeling also helped discover that the annual fluctuation is because of forests in the northern hemisphere store more carbon in summer and release more in winter. Other measurements from all around the world show the same trend.

The figure is from the Scripps Institute CO2 Program. To read more about Dr. Keeling’s work or to find the graph online, go to http://scrippsco2.ucsd.edu/

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The Greenhouse EffectInformation Sources:http://www.epa.gov/climatechange/kids/greenhouse.htmlhttp://earthguide.ucsd.edu/earthguide/diagrams/greenhouse/http://www.windows.ucar.edu/tour/link=/earth/interior/greenhouse_effect.html&edu=elem

Assignment: Using what you learned today and the websites listed above, write 1 or 2 sentences IN YOUR OWN WORDS to answer the following questions.1. What is the greenhouse effect? ____________________ ________________________________________________________________________________________________________________________________________________ 2. What types of activities increase the amount of greenhouse gases in our atmosphere? _________________ ________________________________________________________________________________________________3. Do you think that it is important to reduce the amount of greenhouse gases we send out into our atmosphere? Why or why not? ________________________________________ ________________________________________________________________________________________________4. What is one thing that you can do to reduce the amount of greenhouse gases you or your family uses? ___________ ________________________________________________________________________________________________On my honor as a student, I have looked at least one of the websites or books listed above, and I have neither given nor received aid on the writing portion of this assignment.

Name: ____________ Date: ______

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Experiment – Ice in Jar

Materials:1. Two identical glass jars2. 2 cups cold water3. 10 ice cubes4. One clear plastic bag5. Thermometer

Procedure: 1. Take two identical glass jars each containing 2 cups of cold water.2. Add 5 ice cubes to each jar.3. Wrap one in a plastic bag (this is the greenhouse glass).4. Leave both jars in the sun for one hour.5. Measure the temperature of the water in each jar.

What you will discover:In bright sunshine, the air inside a greenhouse becomes warm. The greenhouse glass lets in the sun's light energy and some of its heat energy. This heat builds up inside the greenhouse. You just showed a small greenhouse effect. What could happen if this greenhouse effect changed the Earth's climate?

Another version of a greenhouse is what happens inside an automobile parked in the sun. The sun's light and heat gets into the vehicle and is trapped inside, like the plastic bag around the jar. The temperature inside a car can get over 120 degrees Fahrenheit (49 degrees Celsius). For more about Global Climate Change, visit the State of California's Climate Change Portal at: http://www.climatechange.ca.gov. 

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Day 2 Lesson PlanWhat is the Carbon Cycle?

Objectives: Students will understand that carbon is critical to the biosphere and must continue

cycling to support life on earth. Students will understand and be able to identify carbon sources, sinks, and release

agents in the carbon cycle. Students should know the good and bad effects related to the balance of carbon

cycle

:10 Recap of Global Warming Give a brief introduction on Global Warming/ Ask the students what they

know about Global Warming after they have done the homework. Go over the homework questions “The Greenhouse Effect”

:15 What is the carbon cycle? Class answers

:20 What is the carbon cycle? Presentation:The movement of carbon, in its many forms, between the biosphere, atmosphere,

oceans, and geosphere is described by the carbon cycle. The carbon cycle is one of the biogeochemical cycles. In the cycle there are various sinks, or stores, of carbon and processes by which the various sinks exchange carbon.

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:35 Candle in Jar demonstration Candle in Jar Demonstration:

Objective:Demonstrate that combustion consumes oxygen and produces carbon dioxide.

Materials needed: a jar with lid a candle lighter

Procedure:

Before the experiment: ask the student to explain what they think will happen to the lighted candle in the jar when we close the lid?

Put the lighted candle in the jar close the lid and notice the light goes out.

During the experiment: Ask the student to observe and notice what happen to the candle

After the experiment: Ask them what do they think happen to the candle now that they have seen what have happened.

:40 Presentation on Carbon Cycle

Power point presentation and animated movie clips on carbon cycle.

:50 Questions and DiscussionPass out Five Fun Facts Handout.

For more information on carbon cycle experiment go to: http://www.promotega.org

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FIVE FUN FACTSHow to save the world:

1. Use compact fluorescent light bulbs everywhere and turn off any light when not in use.Reasons:

Less energy use result in less CO2 emissions. Bulbs will last a long time (10 years) Slow down global warming

2. Recycle everything you can.Reasons:

Less energy use to recycle than to make the same thing again Reduce CO2 emissions Reduce amount of toxins released in the community Slow down global warming

3. Turn your thermostat down in the winter and up in the summer. Even 1 or 2 degree will reduce a lot of CO2 in long term.Reasons:

Saves money Reduce CO2 emissions Slow down global warming

4. Plant lots of treesReasons:

Offset CO2 emissions (tree absorb CO2 and give off oxygen) Slow down global warming

5. When ever possible, walk, bike, use a carpool or mass transit. If you plan to buy a new car, buy the one with high gas mileage.Reasons:

Save you gas money Less energy use Reduce CO2 emissions Slow down global warming

*For more information on how to save the world, please visit the following reference.

Reference:http://globalwarming.enviroweb.org/games/index.html

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Is Atmospheric Carbon Dioxide ReallyLinked to Earth’s Temperature?

Figure 1 plots both the global average temperature (blue) and the concentration of carbon dioxide gas in the atmosphere (red). The time scale (y axis) is in thousands of years before present, which is why the recent rise in atmospheric carbon dioxide as a result of humans burning fossil fuels since the industrial revolution appears to be a vertical line.

Figure 2 shows the temperature over the last 2000 years in more detail. Human fossil fuel use, and thus carbon dioxide emissions have increased dramatically since the mid- 1800’s. Scientists agree that this is at least partly responsible for the steady warming trend of the last 150 years. The different color lines represent different methods of calculating the temperature.

Source: Figure 1 was created by A.V. Fedorov and others for publication in the journal Science 312, 1485 (2006). Figure 2 is from Surface Temperature Reconstructions by the National Academy of Sciences. Both are available online on the Environmental Protection Agency’s website: http://epa.gov/climatechange/science/pastcc.html#causes

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Business as Usual

“If the rate of fossil-fuel burning continues to rise on a business-as-usual trajectory, such that humanity exhausts the reserves over the next few centuries, CO2 will continue to rise to levels of order 1500 ppm. The atmosphere will not return to pre-industrial levels even tens of thousands of years into the future. Unless serious efforts are made to reduce the dependence on fossil fuels, it is clear that we are on a threshold of a new era of geologic history, one with climate very different that by of our ancestors.”

- Scripps Institution of Oceanography

 

“To slow the rate of anthropogenic-induced climate change in the 21st century and to minimize its eventual magnitude, societies will need to manage the climate forcing factors that are directly influenced by human activities, in particular greenhouse gas and aerosol emissions.”

-National Oceanagraphic and Atmpospheric Administration, Earth System Research Laboratory statement on Climate Forcing.

The graph above is from the Scripps Insitution of Oceanography and is available at: http://scrippsco2.ucsd.edu/program_history/keeling_curve_lessons_4.html. The Earth System Research Laboratory website is http://www.cmdl.noaa.gov/about/climate.html

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Earth’s Atmosphere:What it is and What it Does

Composition of Earth's Atmposhere

20.9

0.93

0.48

78.1

0.035

OxygenArgonWaterNitrogenCarbon Dioxide

Earth’s Atmosphere contains 0.035% Carbon Dioxide gas. Compare this to Mars, which has virtually no gaseous Carbon Dioxide and an average temperature of about -50 C. The atmosphere of Venus has about 96% Carbon Dioxide and an average temperature of 420 C. The distance a planet is from the sun also has a strong effect on its average temperature.

Without the greenhouse gases in our atmosphere the Earth’s average temperature would be -20 C instead of 15 C.

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Sources: picture of earth and sun, http://science.howstuffworks.com/global-warming.htmAtmospheric cross-section, http://curriculum.calstatela.edu/courses/builders/lessons/less/les3/layers.html Atmospheric temp. profile: http://teachers.henrico.k12.va.us/highlandsprings/meunier_j/atmosphere.jpg

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Day 3 Lesson PlanHow is Earth Like a Greenhouse?

Thermodynamics of the Earth

:10 How is Earth Like a Greenhouse?Ask the students to explain how a greenhouse works. Is it warmer than outside or

colder? Why? Pass out How is Earth Like a Greenhouse Worksheet and give them 5 minutes to write down their answers.

:20 Introduction to ThermodynamicsWhat is Energy? Ask the class for answers, then provide:

The ability or capacity to do work. Alternatively: The ability to make something happen.

Energy has many different forms:Kinetic – Energy of motionPotential – energy of positionChemical – energy in molecular structureThermal (a.k.a. internal) – energy of molecular motionRadiant – energy of electromagnetic wavesElectrical – either kinetic and potential energy on an atomic scale

Have class provide an example of each type. What is a machine? Answer: a device that transmits or modifies energy. Or any mechanical or electrical device transmits or modifies energy to perform or assist in the performance of human tasks.

Explain the use of the Fahrenheit, Rankine Celsius and Kelvin temperature scales.T(R) = 1.8T(K)T(C) = T(K)-273.15T(F) = T(R) – 459.67

:40 Conduction, Convection, RadiationPresent the three methods through which heat is transferred from one body or

system to another.

Conduction is energy transfer within a body. Q = k*A*(T2-T1)/LThe rate of heat transfer between two points is equal to the area, A across which the heat is being transferred times the temperature difference from one point to another (T2-T1) times the thermal conductivity of the material, k. An example of heat transfer through conduction is the handle of a cast iron skillet being hot while cooking.

Convection is energy transfer between a body and a moving fluid.

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Q = k*A*(Tb-Tf) The rate of heat transfer by convection is equal to the heat transfer coefficient, k times the area in contact with the fluid, A times the difference between the temperature of the body and the temperature of the fluid. An example of heat transfer by convection is the cooling effect of blowing on a hot drink.

Radiation is energy transfer by electromagnetic radiation. Q = ε*σ*A*(Tb)4 The rate of heat transfer is equal to the emmisivity of the body, ε times the Stefan-Boltzman constant, σ times the Area of the body, A times the temperature Tb raised to the fourth power. An example of heat transfer by radiation is the warmth you feel under a bright light.

:50 Radiative Forcing of the AtmospherePass out handout on Radiative Forcing and How is Earth Like a Greenhouse: Luke’s Answer. Talk about factors which can effect the temperature balance of the earth.

Albedo is the ratio of (reflected light/incident light) for a given body. This provides a measure of how much of the energy that hits a body as light bounces off and how much is absorbed. The Albedo effect is the change in reflectivity of the earth which results because of melting polar ice, which reflects more light than the ocean, thus lowering the earths total Albedo and making the earth warmer.

Introduce the rough outline of the design project so that students can have time to think of ways to control the temperature of their systems through modifying the atmosphere, albedo and radiative forcing.

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How is Earth like a Greenhouse?

Explain in your own words how it is that the gases in the Earth’s Atmosphere are like the walls of a greenhouse: _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Do all gases in air contribute to the greenhouse effect or only some? Which gases contribute? ______________________________________________________________________________________________________________________________________________________________________________________________________________

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How is Earth Like a Greenhouse?Luke’s Answer:

The Earth can be thought of as a closed system. Almost no mass enters or leaves the Earth’s atmosphere. The same can be said of a sealed greenhouse.

Energy on the other hand does enter and leave the Earth. Almost all of the energy coming to Earth comes from the sun as sunlight or solar radiation. All types of radiation can be classified by wavelength. The radiation from the sun has short wavelengths mostly in the visible spectrum of light, meaning that it can be seen by the human eye. The Earth radiates energy with longer wavelengths then solar radiation. The figure below shows the amount of energy carried with respect to wavelength.

Most of the solar energy from the sun passes through the atmosphere and is absorbed by the earth, causing the earth to warm. Simultaneously some the sun’s energy is absorbed by the atmosphere, and some is reflected off. Earth also emits energy to the atmosphere, and the atmosphere reflects some of that energy back down to the Earth. This insulating effect of keeping the surface of the earth warm by trapping energy in the atmosphere is what is known as the greenhouse effect.

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Blank to add gh effect handout

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Radiative Forcing

Radiative Forcing is the amount which a given change effects the incoming or outgoing radiation of energy from the earth. For example doubling the amount of carbon dioxide in the atmosphere relative to its current value causes a shift of between 1.5 and 4.5 Celsius. The forcing effects of carbon dioxide and methane are shown in the table below.

Trace Element Forcing Function Constants involvedCarbon Dioxide, CO2 ΔF = αln(C/C0) Α = 5.35, C0 = 278 ppmMethane, CH4 ΔF = β(M1/2 - Mo

1/2) - [f(M,No) - f(Mo,No)]

Β = 0.036, M0 = 700 ppb, N0 = 270 ppb

For more information on the Radiative forcing effects of greenhouse gases see: http://www.cmdl.noaa.gov/aggi/

Figure 1. Radiative forcing effects of various factors and the current level of the scientific knowledge about their impact.

Source: Intergovernmental Panel on Climate Change, The Scientific Basis, 2001. Available online at: http://www.grida.no/climate/ipcc_tar/wg1/index.htm

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Predictions for the Future

The top left graph shows projected carbon emissions, in Giga tons ( 1 giga = 109 = 1000000000), from human sources over the next hundred years. The biggest sources are burning fossil fuels for heat, electricity, transportation and industrial uses, agriculture and construction. The graph at the top right shows how these emissions are projected to accumulate in the atmosphere. The graph on the bottom show the projected change in global climate which will result from the different scenarios.

Source: United Nations Vital Climate Change Graphics, February 2006. The source data is from the Intergovernmental Panel on Climate Change. For more information go to:http://www.grida.no/climate/ipcc_tar/wg1/212.htm

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Day 4 Lesson PlanDesign Project

:10 Discussion on the experiments and materials

The project will be a demonstration of greenhouse effect The experiment will be a simulation of Earth and the atmosphere Conduct experiment mentioned below The objective for this experiment is to simulate

two environments, one that will trap the most radiation and the other trap the least radiation

:20 Building

The students will be building their simulation of Earth and the atmosphere. If time allows, students can re-design their environment

:40 Testing

We will test the bottles and observe the temperature difference of the two clay balls

:50 Questions and Discussion

Discuss the results of the testing

Homework: Think about other possibilities of trapping more radiation and losing more radiation by using different materials and come to class tomorrow prepared to modify your experiment. (See homework sheet below)

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Keeping and Blocking Radiation

Assignment:

Using what you learned today write 1 or 2 sentences to answer the following questions.1. What material(s) did you and your group use to trap the radiation in the experiment? ________________________________________________________________________________________________________________________________________________

2. What materials given to you today do you think would trap the most radiation?

________________________________________________ ________________________________________________________________________________________________

3. What material(s) did you and your group use to block the radiation in the experiment? ________________________________________________________________________________________________________________________________________________

4. What materials given to you today do you think would block the most radiation?

_______________________________________________ ________________________________________________________________________________________________

5. What other materials can you think of to bring from home that would help trap or block radiation in the experiment? ________________________________________________ ________________________________________________________________________________________________

6. Think about the experiment you and your group have done today at home. Bring in new materials for modification to your experiment tomorrow.Student Copy of Experiment

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A Warmer World?Design Experiment

Materials:1. Two 2Liter Bottles2. Two Ball of Clay3. Two Thermocouples 4. Cotton Ball5. Dirt6. Aluminum Foil7. 1 lb dry ice8. 1 can compressed gas duster9. Tape (Scotch)

ObjectiveTo create a simulation of Earth and its atmosphere. Each team will have enough

materials to create two simulations. For one simulation of Earth, the objective is to create an environment that would trap the most radiation, and for the second simulation, it would trap the least radiation

What to do - Cut a 2-Liter bottle from the middle as shown in figure

Place materials inside both the top and bottom half of the bottle, such as cotton ball, dirt, aluminum foil, gasses

Place a thermocouple in the clay ball just slightly beneath the surface

Place the clay ball in the bottom half of the 2-Liter Bottle

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Tape the top half of the bottle back onto the bottom half

Repeat step 1 through 5 with the 2nd 2-Liter bottle but with different insulation

Place both bottles under a radiation source, such as a light source

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A Warmer World?Design Experiment: Teacher Copy

Materials:1. Two 2Liter Bottles2. Two Ball of Clay3. Two Thermocouples 4. Cotton Ball5. Dirt6. Aluminum Foil7. Various gases8. Tape (Scotch)

ObjectiveTo create a simulation of Earth and its atmosphere. Each team will have enough

materials to create two simulations. For one simulation of Earth, the objective is to create an environment that would trap the most radiation, and for the second simulation, it would trap the least radiation

Before the ExperimentTeacher should make sure that every student is in a group, with the materials provided ready on the table

What to do - 1. Cut a 2-Liter bottle from the middle as shown in figure

Teachers should walk around and make sure students are using scissors or cutting tools properly to prevent injury

2. Place materials inside both the top and bottom half of the bottle, such as cotton ball, dirt, aluminum foil, gasses

3. Place the temperature sensor in the clay ball just slightly beneath the surface

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4. Place the clay ball in the bottom half of the 2-Liter Bottle

5. Tape the top half of the bottle back onto the bottom half

Using scotch is preferred over using glue. Students need to make sure when they tape the bottle back together, there’s no air leak between the bottle

6. Repeat step 1 through 5 with the 2nd 2-Liter bottle but with different insulation

7. Place both bottles under a radiation source, such as a light source

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Day 5 Lesson PlanGrading Design Projects and Conclusion

:10 Redesign

Students will redesign their soda bottles based on what they thought about the night before.

:20 Redesign, test, and present designs

Students finish up their projects and as they are completed we begin to test them.The groups that are finished can draw their designs on a piece of paper and explain the reasoning for each item in front of the class.

:30 ReviewStudents are asked what they learned from the week and why.Write the concepts learned on a large piece of paper with colorful markers using words or pictures, have the teacher or the students do this. Hang the banner on the wall.

:40 Evaluate DesignsDuring this time the results of the testing are confirmed and presented using the evaluation sheet (see excel file).The teams should be ranked by performance in both categories and overall.

:50 Questions and Flex timeWe ask the students what they liked and didn’t like about the week. For teachers this time can be used to allow more time to the review and evaluation time periods. We thank the class and say goodbye.

Design Evaluation (Teacher Notes)The Evaluation Sheet is based off a 1 to 5 scale, with 5 being the best score that can be obtained on a specific area.

The different areas are weighted according to importance in the design.

The provided excel spread sheet will calculate the values automatically, but the teacher must use their best judgment for grading, using the best and worst groups as measures for 5s and 1s respectively.

A word format copy of the spreadsheet is provided below, but the excel format copy should be used since it will automatically calculate grades.

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Additional Resourceshttp://www.usgcrp.gov/ - US Global Change Research Program

http://epa.gov/climatechange/index.html - EPA Climate Change Site

http://magma.nationalgeographic.com/ngm/0409/feature1/ - National Geographic Site, lots of great links at bottom

http://scrippsco2.ucsd.edu/ - Scripps CO2 Program, background about Dr. Keeling

http://scrippsco2.ucsd.edu/publications/keelling_tellus_1960.pdf - Keeling’s 1960 article first warning of the accumulation of atmospheric carbon dioxide.

http://www.ftexploring.com/energy/definition.html - Discussion of the definition of energy

http://www.grida.no/climate/ipcc_tar/wg1/212.htm - United Nations Environmental Programmes Vital Climate Change Graphics, lots of good pictorial explanations of science behind global warming.

http://news.nationalgeographic.com/news/2004/12/photogalleries/global_warming/ - Pictures from a warmer world, before and after pictures showing the effects of Global Climate Change.

http://science.howstuffworks.com/global-warming.htm - How Stuff Works explanation of Global Warming

http://www.globalchange.umich.edu/globalchange1/current/lectures/energy_balance/index.html#greenhouse – University of Michigan explanation of Planetary Temperature Balance

http://www.grida.no/climate/ipcc_tar/wg1/015.htm - IPCC information on radiative forcing

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Sources of Pictures and FiguresNot Cited in Text

http://www.geodesic-greenhouse-kits.com/Images/General/New/GrowingSpaces_colorkitL.jpg - drawing of greenhouse

http://science.howstuffworks.com/global-warming.htm - drawing of earth and sun

http://www.grida.no/climate/vital/03.htm - Greenhouse Effect Earth’s Atmosphere Graphic

http://curriculum.calstatela.edu/courses/builders/lessons/less/les3/layers.html - cross-sectional diagram of Earth’s Atmosphere

http://teachers.henrico.k12.va.us/highlandsprings/meunier_j/atmosphere.jpg - temperature profile of atmosphere

http://www.learn.londonmet.ac.uk/packages/clear/visual/daylight/sun_sky/sun.html - fspectral distribution of sunlight

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