Type of document: Essay
Academic Level:Undergraduate
NCategory: Environmental Issues
Language Style: English (U.S.)
Order Instructions: Attached
Week 4 – Assignment 1
Greenhouse Gases and Sea Level Rise Laboratory
[WLO: 3] [CLOs: 1, 3, 5]
This lab enables you to create models of sea level rise resulting from melting of sea ice and glacier ice and examine the effects of this potential consequence of climate change.
The Process:
Take the required photos and complete all parts of the assignment (calculations, data tables, etc.). On the “Lab Worksheet,” answer all of the questions in the “Lab Questions” section. Finally, transfer all of your answers and visual elements from the “Lab Worksheet” into the “Lab Report.” You will submit both the “Lab Report” and the “Lab Worksheet” through Waypoint.
The Assignment:
Make sure to complete all of the following items before submission:
Read the Greenhouse Gases and Sea Level Rise Investigation ManualPreview the document and review The Scientific Method (Links to an external site.)Links to an external site.presentation video.
Complete Activities 1 and 2 using materials in your kit, augmented by additional materials that you will supply. Photograph each activity following these instructions:
When taking lab photos, you need to include in each image a strip of paper with your name and the date clearly written on it.
Activity 2, Step 12 will require you to make a line graph. Should you desire further guidance on how to construct a graph, it is recommended that you review the Introduction to GraphingPreview the document lab manual. (You are not expected to complete any of the activities in this manual.)
Complete all parts of the Week 4 Lab WorksheetPreview the document and answer all of the questions in the “Lab Questions” section.
Transfer your responses to the lab questions and data tables and your photos from the “Lab Worksheet” into the “Lab Report” by downloading the Lab Report TemplatePreview the document.
Submit your completed “Lab Report” and “Lab Worksheet” through Waypoint.
Carefully review the Grading Rubric (Links to an external site.)Links to an external site. for the criteria that will be used to evaluate your assignment.
ENVIRONMENTAL SCIENCE
GREENHOUSE GASES AND SEA LEVEL RISE
Overview
In this lab, students will carry out several activities aimed at
demonstrating consequences of anthropogenic carbon emissions,
climate change, and sea level rise. To do this, students will first
create a landform model based on a contour map. They will create
models of sea level rise resulting from melting of sea ice and
glacier ice and examine the effects of this potential consequence
of climate change. Students will critically examine the model
systems they used in the experiments.
Outcomes
• Explain the causes of increased carbon emissions and their likely
effect on global climate.
• Discuss positive and negative climate feedback.
• Distinguish between glacial ice melt and oceanic ice melt.
• Construct a three-dimensional model from a two-dimensional
contour map.
• Evaluate and improve a model system.
Time Requirements
Preparation:
Part 1……………………………………………………………….. 5 minutes,
then let sit for 24 hours before starting Activity 1
Part 2 ……………………………………………………………………2 hours
Activity 1: Sea Ice and Sea Level Rise ……………………………..1 hour
Activity 2: Glacier Ice and Sea Level Rise…………………….2.5 hours
2 Carolina Distance Learning
Key
Personal protective
equipment
(PPE)
goggles gloves apron
follow
link to
video
photograph
results and
submit
stopwatch
required
warning corrosion flammable toxic environment health hazard
Made ADA compliant by
NetCentric Technologies using
the CommonLook® software
Table of Contents
2 Overview
2 Outcomes
2 Time Requirements
3 Background
10 Materials
10 Safety
11 Preparation
13 Activity 1
14 Activity 2
15 Submission
15 Disposal and Cleanup
16 Lab Worksheet
18 Lab Questions
Background
For the last 30 years, controversy has
surrounded the ideas of global warming/climate
change. However, the scientific concepts behind
the theory are not new. In the 1820s, Joseph
Fourier was the first to recognize that, given
the earth’s size and distance from the sun,
the planet’s surface temperature should be
considerably cooler than it was. He proposed
several mechanisms to explain why the earth
was warmer than his calculations predicted,
one of which was that the earth’s atmosphere
might act as an insulator. Forty years later,
John Tyndall demonstrated that different
gases have different capacities to absorb
infrared radiation, most notably methane (CH4
),
carbon dioxide (CO2
), and water vapor (H2
O),
all of which are present in the atmosphere. In
1896, Svante Arrhenius developed the first
mathematical model of the effect of increased
CO2
levels on temperature. His model predicted
that a doubling of the amount of CO2
in the
atmosphere would produce a 5–6 °C increase
in temperature globally. Based on the level of
CO2
production in the late 19th century, he
predicted that this change would take place
over thousands of years, if at all. Arrhenius used
Arvid Högbom’s calculations of industrial CO2
emissions in his equations. Högbom thought
that the excess CO2
would be absorbed by the
ocean; others believed that the effect of CO2
was insignificant next to the much larger effect
of water vapor.
It was not until the late 1950s, when the CO2
absorption capacity of the ocean was better
understood and significant increases in CO2
levels (a 10% increase from the 1850s to the
1950s) were being observed by G. S. Callendar,
that Arrhenius’s calculations received renewed
attention.
The Atmosphere
Weather is the condition of the atmosphere in a
given location at a specific time. Climate is the
prevailing weather pattern over a longer period
of time (decades or centuries).
The atmosphere is a thin shell (~100 km) of
gases that envelops the earth. It is made up
principally of nitrogen (78%), oxygen (21%),
and argon (0.9%). Trace gases include methane
(CH4
), ozone (O3
), carbon dioxide (CO2
), carbon
monoxide (CO), and oxides of nitrogen (e.g.,
NO2
) and sulfur (e.g., SO2
) (see Figure 1).
Water vapor is sometimes included in the
composition of gases in the atmosphere, but a
lot of times it is not because its amount varies
widely, from 0%–4%, depending on location.
The concentration of gases in the atmosphere
is not uniform either; the atmosphere consists
of several concentric layers. Some gases are
concentrated at certain altitudes. Water and
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GREENHOUSE GASES AND SEA LEVEL RISE
Background continued
carbon dioxide are concentrated near the
earth’s surface, for instance, while ozone is
concentrated 20 to 30 kilometers above the
surface. Energy transfer from the sun at and
near the surface of the earth is responsible for
weather and climate. Solar radiation heats land,
the oceans, and atmospheric gases differently,
resulting in the constant transfer of energy
across the globe.
Several factors interact to cause areas of the
earth’s surface and atmosphere to heat at
different rates, a process called differential
heating. The first is the angle at which the sun’s
light hits the earth. When the sun is directly
overhead, as it is at the equator, the light is
direct. Each square mile of incoming sunlight
hits one square mile of the earth. At higher
latitudes, the sun hits at an angle, spreading
the one square mile of sunlight over more of the
earth’s surface. Thus, the intensity of the light
is reduced and the surface does not warm as
quickly (see Figure 2). This causes the tropics,
near the equator, to be warmer and the poles to
be cooler.
Different materials heat and cool at different
rates. Darker surfaces heat faster than lighter
surfaces. Water has a high heat capacity, which
is important on a planet whose surface is 72%
water. Heat capacity is a measure of how
much heat it takes to raise the temperature of
a substance by one degree. The heat capacity
of liquid water is roughly four times that of air.
Water is slow to warm and slow to cool, relative
to land. This also contributes to differential
heating of the earth.
Differential heating causes circulation in the
atmosphere and in the oceans. Warmer fluids
are less dense and rise, leaving behind an area
of low pressure. Air and water move laterally to
distribute the change in pressure. This is critical
in developing prevailing wind patterns and in
cycling nutrients through the ocean.
The Role of the Oceans
The oceans play an important role in regulating
the atmosphere as well. The large volume of the
oceans, combined with the high heat capacity
of water, prevent dramatic temperature swings
in the atmosphere. The relatively large surface
area of the oceans, ~70% of the surface of the
earth, means that the oceans can absorb large
amounts of atmospheric CO2
.
Greenhouse Gases
The greenhouse effect is a natural process;
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4 Carolina Distance Learning
Figure 2.
without it, the earth would be significantly cooler
(see Figure 3). The sun emits energy in a broad
range of wavelengths. Most energy from the
sun passes through the atmosphere. Some is
reflected by the atmosphere and some by the
earth’s surface back into space, but much of it
is absorbed by the atmosphere and the earth’s
surface. Absorbed energy is converted into
infrared energy, or heat. Oxygen and nitrogen
allow incoming sunlight and outgoing thermal
infrared energy to pass through. Water vapor,
CO2
, methane, and some trace gases absorb
infrared energy; these are the greenhouse
gases. After absorbing energy, the greenhouse
gases radiate it in all directions, causing the
temperature of the atmosphere and the earth
to rise.
Greenhouse gases that contribute to the
insulation of the earth can be grouped into
two categories: condensable and persistent.
Persistent gases—such as CO2
, methane,
nitrous oxide (N2
O), and ozone (O3
)—exist in
the environment for much longer periods of
time than condensable gases. These times can
range from a few years to thousands of years.
The longer residence allows them to become
well-mixed geographically. The amount of a
condensable gas is temperature dependent.
Water is the primary greenhouse gas in the
atmosphere, but because it is condensable,
it is not considered a forcing factor. Forcing
factors (forcings) are features of the earth’s
climate system that drive climate change; they
may be internal or external to the planet and its
atmosphere. Feedbacks are events that take
place as a result of forcings.
Carbon dioxide, methane, and other gases
identified by Tyndall as having high heat
capacities make up a relatively minor fraction
of the atmosphere, but they have a critical
effect on the temperature of the earth. Without
the naturally occurring greenhouse effect, it is
estimated that the earth’s average temperature
would be approximately –18 °C (0 °F). The
greenhouse effect also acts as a buffer, slowing
both the warming during the day and the cooling
at night. This is an important feature of the
earth’s atmosphere. Without the greenhouse
effect, the temperature would drop below
the freezing point of water and the amount
of water in the atmosphere would plummet,
creating a feedback loop. A feedback loop is
a mechanism that either enhances (positive
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Figure 3.
GREENHOUSE GASES AND SEA LEVEL RISE
Background continued
feedback) or dampens (negative feedback) the
effect that triggers it.
Since the beginning of the Industrial Revolution,
the concentration of CO2
in the atmosphere
has increased from approximately 280 ppm
to 411 ppm (see the Keeling Curve link). This
change is attributed to the burning of fossil
fuels—such as coal, oil, and natural gas—and
changes in land use, i.e., cutting down large
tracts of old-growth forests. Old-growth forests,
like fossil fuels, sequester carbon from the
atmosphere. Burning of either releases that
carbon into the atmosphere in the form of CO2
.
Clearing old-growth forests has an additional
impact on the carbon cycle because trees
actively remove CO2
from the atmosphere to
convert it to sugar and carbohydrates (see
Figure 4). Removing long-lived trees and
replacing them with short-lived crops and
grasses reduces the time over which the carbon
is removed from the atmosphere.
Determining the exact effect that the increase
in CO2
concentrations will have on atmospheric
temperature is complicated by a variety of
interactions and potential feedback loops.
However, the overall impact is an ongoing
temperature increase, known as global climate
change (see Figure 5).
Potential Feedback Loops
Some examples of potential positive feedback
loops that may enhance the effects of global
climate change are:
1. Higher temperatures allow the
atmosphere to absorb more
water. More water vapor in the
atmosphere traps more heat,
further increasing temperature.
2. Melting of sea ice and glaciers,
which are relatively light in
color, to darker bodies or water
decreases the albedo (the
amount of energy reflected
back into space) of the
earth’s surface, increasing
temperatures. Figure 6 shows an
ice albedo feedback loop.
3. Warmer temperatures melt more
of the arctic permafrost (frozen
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6 Carolina Distance Learning
Figure 4.
ground), releasing methane into the
atmosphere, further raising temperatures.
4. Higher temperatures may result in greater
rainfall in the North Atlantic, and melting of
sea ice creates a warm surface layer of fresh
water there. This would block formation of
sea ice and disrupt the sinking of cold, salty
water. It may also slow deep oceanic currents
that carry carbon, oxygen, nutrients, and heat
around the globe.
Other factors may work as negative feedbacks,
dampening the effects of global climate change:
1. An increase in CO2
level in the atmosphere
leads to an increase in CO2
in the oceans,
stabilizing CO2
levels.
2. Increased atmospheric temperatures and CO2
promote plant and algae growth, increasing
absorption of CO2
from the atmosphere,
lowering the CO2
levels there, and stabilizing
temperature.
3. Warmer air, carrying more moisture, produces
more snow at high latitudes. This increases
the albedo of the earth’s surface, stabilizing
temperature.
4. Warmer, moister air produces more clouds,
which also increases the albedo of the earth’s
surface, stabilizing temperature.
The relative impact of each of these potential
effects is a subject of debate and leads to the
uncertainty in models used to predict future
climate change resulting from an increase in
anthropogenic (human-caused) greenhouse
gases. However, the consensus among climate
scientists is that the positive feedbacks will likely
overwhelm the negative ones.
Possible Consequences
Consequences of an increase in average
temperature are difficult to predict on a regional
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Figure 6.
Figure 5.
GREENHOUSE GASES AND SEA LEVEL RISE
Background continued
continued on next page
8 Carolina Distance Learning
crop growth. Climes that are more northerly may
experience an increase in productivity. These
shifts will put stress on ecosystems as well. How
resilient each community is to the change will
vary with location and other pressures.
Modeling
The atmosphere and climate are highly complex
systems that are challenging to understand
and predict. To explore such complex systems,
scientists frequently employ models. A model
is a simplification of a complex process that
isolates certain factors likely to be important.
Sometimes a model can be a physical
representation of something too big or too small
to see, such as a model solar system. However,
scientists frequently use mathematical equations
derived from observed data to predict future
conditions. With the addition of computers,
mathematical climate equations can be linked
together in increasingly sophisticated ways to
model multiple factors in three dimensions,
producing global climate models. Because
of computing limitations, some factors must
be simplified. How they are represented within
the model can lead to a degree of error in the
outcome predicted. Ultimately, the quality of
all models is determined by their success in
predicting events that have not yet taken place.
Contour Maps
To determine potential flood risks, scientists,
engineers, and insurance companies use a
number of tools, including historic river flow,
storm tide and rainfall data, hydrological
analysis, and topographic surveys.
scale; some, however, can be predicted with
a relatively high degree of confidence. One
of these is sea level rise. Sea level rise is
the result of two processes. The first is the
melting of glaciers and Antarctic continental
ice. Although the melting of sea ice can have
complex consequences due to the different
densities of salt and fresh water, it will not cause
sea level rise. Melting of glaciers and the deep
ice over the Antarctic continent, however, can.
The second cause of sea level rise, related to
warmer temperatures, is that water expands as
it warms. As the oceans warm, the water rises
farther up the shore. Countries and cities that
have large portions of their land area at or just
above sea level may be in jeopardy.
The loss of mountain glaciers is already
causing changes in freshwater availability.
As glaciers shrink, regions that depend on
seasonal meltwater for hydroelectric power or
for irrigation and drinking water are increasingly
affected. Whereas rainfall may increase in
these regions (even as the amount of snowmelt
decreases), rainwater is considerably more
difficult to control because it does not occur
at as predictable a rate as meltwater. River
systems may be overwhelmed by increased
runoff rates, which can cause flooding. One
of the richest agricultural regions in the world,
California, depends heavily on snowmelt from
the Sierra Nevada. One of the world’s most
populous river valleys, the Indus, is equally
dependent on snowmelt from the Himalayas.
Less predictable consequences are the shifting
of global weather patterns and the subsequent
changes in natural populations. Areas previously
ideal for agriculture may become too arid for
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Topographic surveys can be represented
graphically as maps with contour lines (see
Figure 7). Each contour line represents an
elevation. Figure 7B shows the contour map
from Figure 7A overlaid on the terrain it was
mapped from. Elevations are marked on the map
at set intervals, depending on the scale of the
map. Small-scale maps might have a contour
interval of five feet. Maps of a continent may
have an interval of thousands of feet. All points
connected by a given contour line are at the
same elevation. Depressions in the landscape,
such as craters and basins, are marked with
hatched lines, as seen in Figure 8.
In the following activities, you will be asked
to use a contour map to generate a landform
model. You will use this model to examine the
consequences of sea level rise.
A. B.
Figure 7.
Figure 8.
GREENHOUSE GASES AND SEA LEVEL RISE
Materials
Included in the materials kit:
10 Carolina Distance Learning
Needed from the equipment
kit:
Safety
Wear your safety goggles,
gloves, and lab apron for
the duration of this investigation.
Read all the instructions for these laboratory
activities before beginning. Follow the
instructions closely, and observe established
laboratory safety practices, including the use
of appropriate personal protective equipment
(PPE).
Do not eat, drink, or chew gum while performing
the activities. Wash your hands with soap
and water before and after performing each
activity. Clean the work area with soap and
water after completing the investigation. Keep
pets and children away from lab materials and
equipment.
Modeling
clay, 2 pieces
2 Medicine
cups
Plastic container with lid
Plastic cup
Sharpie® marker
Beaker, 250 mL
Food coloring
Ruler
Reorder Information: Replacement
supplies for the Greenhouse Gases and Sea
Level Rise investigation can be ordered from
Carolina Biological Supply Company, item
number 580802.
Call: 800.334.5551 to order.
Needed but not supplied:
• Blank white paper
• Water
• Printout of page 12
• Freezer
• Salt, 3 tsp
• Scissors
• Pencil
• 2 Coins (dimes or
pennies)
• Timer
• Teaspoon
• Camera (or cell phone
capable of taking
photographs)
Preparation
1. Read through the activities.
2. Obtain all materials.
Part 1: Making Ice
At least 24 hours before beginning Activity 1,
prepare two colored ice cubes:
1. Fill each medicine cup with tap water to the
20-mL mark.
2. Add 5 drops of food coloring to each cup.
3. Remove the lid from the plastic container, and
place the cups on the lid to contain spills.
Place the lid holding the two cups in the
freezer.
4. Allow the mixtures to freeze for at least 24
hours.
Part 2: Building a Model from a Contour Map
1. Print the contour map template (Figure 9,
page 12), and cut out the island represented
along the lowest contour line. This will
eventually serve as the base of the island.
2. Take out one package of clay and knead the
clay to soften it.
3. Using your hand, flatten the clay into a thin
layer.
4. Place the flattened clay on a piece of scrap
paper or a plastic bag to prevent it from
sticking to the work surface, and work or roll
the clay into a thin 2–3 mm layer that is large
www.carolina.com/distancelearning 11
enough to place the cutout on. (Try using the
permanent marker as a rolling pin.)
5. Place the island template on the clay and,
using a pencil, trace around it, cutting into
the clay.
6. Remove the template from the clay.
7. Peel the clay off the work surface and place
the inner, template-shaped piece into the
plastic container. Gently press down on any
ridges formed on the layer by the cutting,
making the layer as flat as possible.
8. Work the remaining clay into a ball.
9. Trim the outer contour off the template.
10. Repeat Steps 3–9 for the second and third
contours, placing each subsequent contour
on top of the previous one, building the
island model.
11. Roll out the fourth layer of clay. Place the
template on the clay and cut the fourth
contour out of the clay. This time, however,
do not place the cutout contour on top
of the previous one, but leave it on your
work space.
12. Trim the paper along the hatched line.
13. Place the ring paper template you just cut
out back down on the clay.
14. Trace the template with a pencil, cutting
into the clay. This will form a ring from the
fourth layer of clay.
15. Remove the thin ring of clay from your work
paper and place it on the island model in
the plastic container, completing your hill.
You will use this container and landform in
subsequent activities.
Note: Although the clay is nontoxic,
care should be taken when working with
it because the coloring will frequently
transfer to hands, clothes, and the work
surface. Ensure you are wearing gloves
and the lab apron while working.
continued on next page
12 Carolina Distance Learning
Figure 9.
Contour map template
Contour interval = 25 m
Preparation continued
GREENHOUSE GASES AND SEA LEVEL RISE
ACTIVITY
ACTIVITY 1
Sea Ice and Sea Level Rise
1. Measure 150 mL of water in a beaker, and
then pour the water into the plastic cup.
2. Add 1 tsp of salt to the water in the cup, and
stir until the salt is completely dissolved to
prepare saltwater.
3. Remove 1 colored ice cube from its medicine
cup (from Part 1 of the “Preparation” section),
and place it in the container away from the
island so that no part of it rests on the clay
(see Figure 10). Leave the other colored ice
cube in the freezer to use with Activity 2.
4. Pour the saltwater into the container, taking
care not to pour water on the ice, until
just the bottom two layers of the island are
completely covered. (You may not need all the
saltwater.)
5. Estimate the depth of the water represented
in the model based on the contours.
Record that depth in Data Table 1 of the
“Observations/Data Tables” section of the
Lab Worksheet. Measure the actual depth
with a ruler. Record that depth in Data Table 1
of the “Observations/Data Tables” section of
the Lab Worksheet.
6. Place a coin, representing a house, on the
north side of the island along the steepest
slope, so that one edge just barely touches
the edge of the water.
7. Place the other coin, representing another
house, on the south side of the island, also
just touching the water along a more gradual
slope. These represent coastal cities with very
different topography.
8. How do you think these two houses (coins)
will be affected by water? Please hypothesize
whether you think both houses will be
underwater, neither will be underwater, only
the north house will be underwater, or only
the south house will be underwater. Describe
your reasoning behind why you feel this way.
Record this information in the “Hypotheses”
section in your Lab Worksheet.
9. At 10-minute intervals, observe the
model from above and from the
side. You may see a layer of colored water
developing. Estimate the depth of the water
(in meters) using the contours, and measure
the depth of the water (in centimeters) with a
ruler. Record your results in Data Table 1 of
the “Observations/Data Tables” section of the
Lab Worksheet.
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Note: In order to view the water layers as
they are forming, it may be helpful to view
the water through the side of the container
with a piece of white paper behind it.
Figure 10.
ACTIVITY
ACTIVITY 1 continued
continued on next page
14 Carolina Distance Learning
10. When the ice has completely melted, record
the depth of the water in Data Table 1 of the
“Observations/Data Tables” section of the
Lab Worksheet.
11. Record your observations of how
much of each coin is underwater
in Data Table 1 of the “Observations/Data
Tables” section of the Lab Worksheet.
Take a photograph looking down on the
model, ensuring it shows the locations of
the houses relative to the water. Upload this
photograph to the “Photographs” section of
the Lab Worksheet.
12. Remove the coins from the model.
Without disturbing the island, gently
pour the water out of the container into a
sink. Flush the dyed water with running
water for 30 seconds.
ACTIVITY 2
Glacier Ice and Sea Level Rise
1. Measure 150 mL of water in a beaker, and
pour the water into the plastic cup.
2. Add 1 tsp of salt to the water in the cup, and
stir until the salt is completely dissolved to
prepare saltwater.
3. Remove the remaining colored ice cube from
its medicine cup, and place it on top of the
island.
4. Pour the saltwater into the container, taking
care not to pour water over the ice or the
island, until just the bottom two layers of the
island are completely covered. (You may not
need all the saltwater.)
5. Estimate the depth of the water represented
in the model based on the contours.
Record that depth in Data Table 2 of the
“Observations/Data Tables” section of the
Lab Worksheet. Measure the actual depth
with a ruler. Record that depth in Data Table 2
of the “Observations/Data Tables” section of
the Lab Worksheet.
6. Place a coin, representing a house, on the
north side of the island along the steepest
slope, so that one edge just barely touches
the edge of the water.
7. Place the other coin, representing another
house, on the south side of the island, also
just touching the water along a more gradual
slope. These represent coastal cities with very
different topography.
8. How do you think these two houses (coins)
will be affected by water? Please hypothesize
whether you think both houses will be
underwater, neither will be underwater, only
the north house will be underwater, or only
the south house will be underwater. Describe
your reasoning behind why you feel this way.
Record this information in the “Hypotheses”
section in your Lab Worksheet.
9. At 30-minute intervals, observe the
model from above and from the
side. You may see a layer of colored water
developing. Estimate the depth of the water
(in meters) using the contours, and measure
the depth of the water (in centimeters) with a
ruler. Record your results in Data Table 2 of
the “Observations/Data Tables” section of the
Lab Worksheet.
10. When the ice has completely melted, record
the depth of the water in Data Table 2 of the
“Observations/Data Tables” section of the
Lab Worksheet.
11. Record your observations of how
much of each coin is underwater
in Data Table 2 of the “Observations/Data
Tables” section of the Lab Worksheet.
Take a photograph looking down on the
model, ensuring it shows the locations of
the houses relative to the water. Upload this
photograph to the “Photographs” section of
the Lab Worksheet.
12. Use your data from Activities 1 and 2 to
develop a line graph (either in Microsoft
Excel or by hand) showing the estimated
depth (in meters) versus the time (in minutes)
to see the correlation between sea ice
and glacier ice melting. The time is the
independent variable and should be plotted
on the horizontal axis. The estimated depth
is the dependent variable and should be
plotted on the vertical axis. Label your axes
and title the graph. See the Introduction
to Graphing lab manual for more specific
detail on creating a graph with Microsoft
Excel or by hand. Upload this graph to
the “Calculations” section of the Lab
Worksheet.
Submission
Submit the following two documents to
Waypoint for grading:
• Completed Lab Worksheet
• Completed report (using the Lab Report
Template)
Disposal and Cleanup
1. Dispose of liquid mixtures down the d
ACTIVITY
Lab Worksheet
Hypotheses
Activity 1.
continued on next page
16 Carolina Distance Learning
Observations/Data Tables
Data Table 1. Sea Ice
Time
(min)
Estimated
Depth (m)
Measured
Depth (cm) Observations
0
10
20
30
40
50
melted
Activity 2.
www.carolina.com/distancelearning 17
Time
(min)
Estimated
Depth (m)
Measured
Depth (cm) Observations
0
30
60
90
120
150
melted
Data Table 2. Glacier Ice
Calculations Photographs
Activity 1.
Activity 2.
ACTIVITY
18 Carolina Distance Learning
Lab Questions
Please answer the following entirely in your own words and in complete sentences:
Now copy and paste your answers into the Lab Report Template provided. Include the data
tables and photographs. You may wish to make minor edits to enhance the flow of your
resulting lab report.
Introduction
1. Background—What is important to know
about the topic of this lab? Use at least one
outside source (other than course materials)
to answer this question. Cite the source
using APA format. Answers should be 5–7
sentences in length.
2. Outcomes—What is the main purpose of this
lab?
3. Hypotheses—What was your hypothesis for
Activity 1? What was your hypothesis for
Activity 2? Identify each hypothesis clearly,
and explain your reasoning.
Materials and Methods
4. Using your own words, briefly describe
what materials and methods you used in
each of the activities. Your answer should be
sufficiently detailed so that someone reading
it would be able to replicate what you did.
Explain any measurements you made.
Discussion
5. Based on the results of each activity, explain
whether you accepted or rejected your
hypotheses and why.
6. What important information have you learned
from this lab? Use at least one outside
source (scholarly for full credit) to answer this
question. Cite the source using APA format.
Answers should be 5–7 sentences in
length.
7. What challenges did you encounter while
doing this lab? Name at least one.
8. How might a scientist create a more realistic
physical model to show the effects of global
climate change on sea level rise? What
factors might be changed?
Literature Cited
9. List the references you used to answer
these lab questions. (Use APA format, and
alphabetize by the last name.)
www.carolina.com/distancelearning 19
NOTES
ENVIRONMENTAL SCIENCE
Greenhouse Gases and Sea Level Rise
Investigation Manual
www.carolina.com/distancelearning
866.332.4478
Introduction to Graphing
Investigation
Manual
2 Carolina Distance Learning
INTRODUCTION TO GRAPHING
…………………………………..
…………………………………
……………………………………
Table of Contents
2 Overview
2 Objectives
2 Time Requirements
3 Background
7 Materials
7 Safety
7 Activity
9 Activity 2
11 Activity 3
Overview
Scientific investigation requires the analysis and interpretation of
data. Knowing how to graph and what the different components
mean allow for an accurate analysis and understanding of data. In
this investigation you will practice creating graphs and use some
simple statistical tools to analyze graphs and datasets.
Objectives
• Create graphs from datasets, both by hand and electronically.
• Analyze the data in the graphs.
• Compare the slope of trendlines to interpret the results of an
experiment.
Time Requirements
Activity 1: Graphing by Hand 20 minutes
Activity 2: Computer Graphing 20 minutes
Activity 3: Linear Regression 20 minutes
Key
Personal protective
equipment
(PPE)
goggles gloves apron
follow
link to
video
photograph
results and
submit
stopwatch
required
warning corrosion flammable toxic environment health hazard
Made ADA compliant by
NetCentric Technologies using
the CommonLook® software
continued on next page
www.carolina.com/distancelearning 3
Background
Science requires the collection of data to test
hypotheses in order to see if it supports or
does not support ideas behind the experiment.
Collecting data creates a record of observations
from experiments that is needed to ensure the
ideas in a hypothesis are accurate. This allows
the scientist to better understand the processes
they are investigating. Sharing data is critical
since it allows other scientists to examine the
experimental setting and draw conclusions
based on the data obtained. It also allows for
the replication and comparison of data obtained
in the experiment to confirm results and conclusions. This will aid in the understanding of a
scientific principle.
Table 1, shows data from a study of plants. Two
types of plants, wheat and rye, were grown
over 8 weeks, and the height of the plants were
measured in centimeters (cm).
The aim of this experiment was to examine
growth rates of the two plant types in
comparison with each other in order to
find out which grows under a certain set of
environmental circumstances.
When looking at an experiment, the
experimenter is typically looking at variables that
will impact the result. A variable is something
that can be changed within an experiment.
An independent variable is something the
experimenter has control over and is able
to change in the experiment. Time can be a
common independent variable as the total
duration of the experiment can be changed or
the intervals at which data is collected can be
changed. A dependent variable changes based
on its association with an independent variable.
In the data from Table 1, the measured height of
the plant was the dependent variable. The aim of
Table 1.
Week
Height in cm
Wheat Plant 1 Wheat Plant 2 Wheat Plant 3 Rye Plant 1 Rye Plant 2 Rye Plant 3
1 2.0 3.0 0.0 0.0 1.0 0.0
2 3.0 3.0 2.0 1.0 2.0 1.0
3 5.0 5.0 3.0 1.0 2.0 2.0
4 6.0 6.0 4.0 2.0 3.0 3.0
5 7.0 7.0 5.0 3.0 4.0 3.0
6 9.0 8.0 7.0 3.0 4.0 3.0
7 10.0 9.0 7.0 4.0 5.0 4.0
8 10.0 10.0 7.0 5.0 6.0 5.0
4 Carolina Distance Learning
INTRODUCTION TO GRAPHING
Background continued
continued on next page
experiments is to determine how an independent
variable impacts the dependent variable. This
data can then be used to test the hypothesis
which has been made at the beginning of the
experiment.
Data can be presented in different ways. One
way is to organize it into a table as it is being
collected. When working with a limited amount
of data points, this can be the best option; for
larger studies, the data in data tables can be
overwhelming and difficult to interpret. To help
see the trends in large data sets, a scientist
may rely on summary statistics and graphical
representations of the data.
Summary Statistics
Summary statistics are methods of taking many
data points and combining them into just a few
numbers. The most common summary statistic
is an average, or arithmetic mean. An average
is the sum of a group of numbers, divided by
how many numbers were in the set. To find
the arithmetic mean you find the sum of the data
to be averaged and divide by the number of
data points. For instance: If we wanted to find
the average wheat plant height in week 8 from
the above data we would perform the following
calculations:
Equation 1:
In this equation, x1
indicates the first number in
a data set, x2
would be the second number, and
so on. xn
is the last number in the set. The “n”
is the number of items in the set. So a dataset
with 8 numbers would go up to x8
. This is the
same “n” that the sum of the numbers is divided
by. Using equation 1 for the wheat plant height
in week 8 would give the following equation.
Since there are 3 wheat plants in week 8, there
are 3 numbers that would be added together
(x1
x2
x3
) divided by the number of plants (3).
In science it is important to know how much
variation is found in the data collected. The
most common measurement of variation is the
standard deviation. To calculate the standard
deviation:
1. Calculate the average of a data set.
2. Calculate the difference between each data
point and the average.
3. Square the result.
4. Find the average of these squares. This
yields the variance (σ2
).
5. Taking the square root of the variance gives
the standard deviation (SD) as seen in
Table 2.
The standard deviation is an indication of the
distribution of your data. In the example above,
the average height of the plants was 9 cm. The
standard deviation was 1.4 cm. Statistically this
indicates that 68% of the data was within
1.4 cm of the average. In this way it is a useful
tool to gauge how close the results on an
experiment are to each other.
www.carolina.com/distancelearning 5
continued on next page
Table 2.
Height at Week 8 (cm) Difference from Average Difference Squared
Wheat Plant 1 10 10 – 9 = 1 (1)2
= 1
Wheat Plant 2 10 10 – 9 = 1 (1)2
= 1
Wheat Plant 3 7 7 – 9 = -2 (-2)2
= 4
Average Variance
Standard Deviation
Interpreting Graphs in Scientific Literature
and Popular Press
Graphs are an excellent way to summarize
and easily visualize data. Care must be taken
when interpreting data from a graph or chart.
Information can be lost in summarization and
this may be critical to our
interpretation. For example,
in Figure 1, the average age
of 4 groups of people was
graphed using a bar graph. A
bar graph is most useful when
directly comparing data as it
allows for differences to be
more easily seen at a glance.
Looking at Figure 1, it is
tempting to conclude that the
difference between Groups
1 and 2 is much greater than
between Groups A and B.
However, if we look at a graph
of all the data that went into
the average age, we can see
that the variance in Groups 1 and 2 is much
greater than in Groups A and B (Figure 2).
This information can be conveyed in the graph
by the use of error bars. Error bars are a graphical representation of the variance in a dataset.
Figure 1.
6 Carolina Distance Learning
INTRODUCTION TO GRAPHING
Background continued
The chart below uses the
standard deviations from the
data to show the variance of
the data. There are multiple
ways to represent variance,
so it is important that the
caption of the figure tells the
reader what measure is being
represented by the error bars
(Figure 3).
Standard deviation is highly
influenced by outliers, or
data points that are highly
unusual compared to the
rest of the data, so scientists
frequently use confidence
intervals to represent variance on graphs. Confidence
intervals express the probability that a data point will fall
within the error bars, so error
bars with a 99% confidence
interval say that 99% of the
data will fall between the
error bars. Confidence intervals are typically published
at 99%, 95%, or 90%. The
main point is that when error
bars overlap, as they do
when comparing Group 1
with Group 2, it is not strong
evidence that there is a
difference between the two
groups, even if the averages
are far apart. A real difference is more likely between
Group A and Group B.
Figure 2.
Figure 3.
www.carolina.com/distancelearning 7
continued on next page
Materials
Needed but not supplied:
• Graphing Software (Excel®, Open Office®, etc.)
• Printer to print graphing paper
Safety
There are no safety concerns for this lab.
ACTIVITY
ACTIVITY 1
A Graphing by Hand
A common method to look at data is to create
an x,y scatter graph. In this first activity, you will
create two graphs of the data from Table 1.
1. Print 2 copies of the graphing sheet found on
page 13.
2. Title the first graph “Wheat plant height by
week.”
3. Title the second graph “Rye plant height by
week” and set aside for later.
4. At the bottom of the graph there is a space to
label the x-axis. The x-axis runs from left to
right, with smaller numbers starting on the left
and the numbers increasing as you move to
the right.
5. At the left of the graph there is a space to
label the y-axis. The y-axis runs from the
bottom to top of the graph, with smaller
numbers starting at the bottom and the size
of the numbers increasing as you move up.
6. You will now label each axis and decide which
pieces of data will be our x-values and our
y-values, respectively.
7. One method to determine which data should
be your x versus y axis is to think about the
goal of the experiment. The y-axis should be
for data that you measured for, the dependent
variable. In the data set in Table 1, the
scientists were measuring the height each
week. This means that the height is the
dependent variable.
8. Label the y-axis “Height (cm).” It is important
to always include the unit of measurement on
the axis. In this case the unit is centimeters
(cm).
ACTIVITY
ACTIVITY 1 continued
continued on next page
8 Carolina Distance Learning
9. The x-axis is the independent variable, the
parameter of the experiment that can be
controlled. In this experiment the scientists
were controlling when they measured the
height.
10. Label the x-axis “Time (weeks).” This
indicates that a measurement was taken
each week.
11. Locate the lower left corner of the graph.
This will be the origin of your graph. The
origin on a graph is where both the values of
x and the values of y are 0. If the numbers
in a data set are all positive (i.e. there are no
negative numbers) it is a best practice to set
the origin in the lower left corner. This allows
the view of the data to be maximized.
12. The axes then need to be numerically
labeled. Referring to Figure 4, label each
axis from 0 to 14 along the darker lines.
Figure 4.
13. Starting with the “Wheat Plant 1” data in
Table 1, count over 1 (for week 1) on the
x-axis for time, then count up to 2 from there
to indicate 2 cm. Place a dot at this point
14. Repeat this process for the remaining data
points for “Wheat Plant 1.” Your graph
should now look like Figure 4.
15. Using this same process, graph the data
for “Wheat Plant 2” and “Wheat Plant 3” on
the same graph. You will need to be able to
distinguish the data from each set from each
other. Use different colors, or symbols to
make this differentiation.
16. When complete, compare your graph to
Figure 5. Your exact colors or symbols may
be different, but the data should be in the
same locations.
Figure 5.
ACTIVITY 1 continued
www.carolina.com/distancelearning 9
continued on next page
17. You can now create a legend. The legend is
what shows another person what the points
on your graph represent. Refer to Figure 5
for an example legend for this graph.
18. Create your legend. It is below the x-axis
label as in Figure 5. The legend can be
anywhere on the graph, so long as it does
not interfere with the reading of the graph.
19. Create your own graph of the data for “Rye
plant height by week.” Use the process
outlined in this activity to graph all of the
data for each plant.
ACTIVITY 2
A Computer Graphing
Graphing by hand can be useful for observing
trends in small data sets. However, as the quantity of the data grows it can be useful to graph
using a computer. This activity will give a general
outline of how to graph on a computer. Please
note Microsoft Excel® was used to generate
the figures for this activity. Your exact software may look different or have slightly
different labeling than what you will see here.
You may need to refer to the documentation
of your exact program to determine how to
perform a particular step.
In this activity you will graph the data from
Table 1 into your computer.
1. Open a new workbook. This will open a new
sheet (Figure 6).
Figure 6.
2. You will see a large sheet with lettered
columns and numbered rows. These letters
and numbers can be used to refer to a
specific cell (the box
where information
can be typed.) For
example the upper left
cell is A1 representing
column A, row 1.
3. Starting in cell A1
type “Week.” In cell
B1 type “Wheat Plant
1.” Continue across
putting each title in
a new cell in the first
row.
4. Move to row 2. Type the corresponding
numbers under the correct column.
5. Continue until your table looks like Table 1.
6. Select the data for Week thru Wheat Plant 3.
You can do this by clicking on cell A1 and
then dragging down and over to cell D9. All
of the data and titles should be selected for
the wheat plant (Figure 7).
Figure 7.
ACTIVITY 2 continued
ACTIVITY
10 Carolina Distance Learning
NOTE: The next several
steps may vary greatly
depending on the exact
software you are using, but
the goal is the same.
7. Find the menu labeled
“Insert.”
8. Among the “Charts” find
“Scatter,” or “x,y Scatter,”
and click it.
9. A basic graph similar to
Figure 8 should appear.
Figure 8.
10. Edit the chart title so that
it matches the one created
in Activity 1. This can
usually be accomplished
by clicking (or double
clicking) on the title and
then typing.
11. You can then add a label
to each axis. This step in
particular is very different
depending on your
software. You will typically
be looking for a menu
option titled “Axis Title.”
You will need to do this
twice, once for each axis.
Your graph should now
look like Figure 9. You will
use this graph again in
Activity 3.
Figure 9.
www.carolina.com/distancelearning 11
continued on next page
ACTIVITY 3
A Linear Regression
Typically if you are graphing using an x,y scatter
plot you are looking for trends (a recognizable
pattern) in your data. In this activity you are
looking to see if there is a trend in height of
the plants over time. More specifically, you are
looking for the rate at which the plants grew.
This rate can be determined from the graph
produced in Activity 2.
1. In your graph from Activity 2, click on a point
from the Wheat Plant 1 dataset.
2. Right-click on the data point and select “Add
Trendline.”
3. Select “Linear.”
4. Select “Display Equation on chart.”
5. The equation displayed on the graph should
read y = 1.2381x + 0.9286. Write this in
“Wheat Plant 1 trendline equation” in the Data
Table.
This is the equation of the line. In its general
form is y = mx + b . The “m” symbol stands for
the slope of the line. The slope is how far the line
rises (y) over a certain distance (x.) The “b” is
called the y-intercept; this is the point at which
the line crosses the y-axis. For the equation from
step 6, this would mean that “1.2381” would be
the slope and “0.9286” would be the y-intercept.
This equation allows you to find the length of
a plant at a certain time. For example, if you
wanted to determine the height of the plant in
week 9, based on this equation the estimated
height would be 12.0715 cm.
Y = 1.2381 * 9 + 0.9286
Y = 12.0715 cm
Since the slope is calculated from
it uses the same units as the dataset. In this
case, this means that the slope has units of .
The slope then means that on average, Wheat
Plant 1 grew 1.2381 centimeters per week.
The y-intercept indicates that at week 0 the
plant was likely 0.9286 cm tall. However, in
this experiment the plants were all grown from
seeds, so at week 0 they should have a height of
0. This information can be added to a trendline
without having to add to a dataset.
6. Right click on the trendline and select
“Format Trendline.”
7. Select “Set Intercept” and set the number to
0. This is setting the y-intercept to 0. You can
do this whenever you know the exact value
of your dependent variable at the 0 for the
x-axis.
8. Write the new trendline in “Wheat Plant 1
trendline corrected” in the Data Table.
9. Using the same procedure, create a corrected
trendline for each additional wheat plant on
the graph. Write the corrected equation for
each in the data table.
10. Based on the corrected trend lines, which
wheat plant grew fastest? Record your
answer in the data table.
ACTIVITY
ACTIVITY 3 continued
12 Carolina Distance Learning
continued on next page
Data Table.
Wheat Plant 1 trendline equation
Wheat Plant 1 trendline corrected
Wheat Plant 2 trendline corrected
Wheat Plant 3 trendline corrected
Wheat plant with fastest growth
www.carolina.com/distancelearning 13
Title: __________________________________________________________
Label (y-axis): _________________________________________________
Label (x-axis): _________________________________________________
14 Carolina Distance Learning
NOTES
www.carolina.com/distancelearning 15
•
CB781021610
Introduction to Graphing
Investigation Manual
www.carolina.com/distancelearning
866.332.4478
Carolina Biological Supply Company
www.carolina.com 800.334.5551
©2016 Carolina Biological Supply Company
Required Resources
Text
Bensel, T., & Turk, J. (2014). Contemporary environmental issues (2nd ed.). Retrieved from https://content.ashford.edu
Chapter 6: Fossil Fuels and Minerals
Chapter 7: Global Climate Change and Ozone Depletion
Chapter 8: Renewable Energy, Nuclear Power, and Energy Efficiency
Supplemental Material
Carolina Distance Learning. (n.d.). Greenhouse gases and sea level rise investigation manualPreview the document [PDF]. Retrieved from https://ashford.instructure.com
This lab manual provides background information about greenhouse gases and will assist you in your Greenhouse Gases and Sea level Rise Laboratory assignment. This manual is available for download in your online classroom.
LABORATORY TEMPLATES:
Lab Worksheet
Hypotheses
Activity 1.
Activity 2.
Observations/Data Tables
Data Table 1. Sea Ice
Time (min) Estimated Depth (m) Measured Depth (cm) Observations
0
10
20
30
40
50
melted
continued on next page
Data Table 2. Glacier Ice
Time (min) Estimated Depth (m) Measured Depth (cm) Observations
0
30
60
90
120
150
melted
Calculations (paste your line graph from Activity 2, step 12 here)
Photographs
Activity 1.
Activity 2.
Lab Questions
Please answer the following entirely in your own words and in complete sentences: Introduction
1. Background—What is important to know about the topic of this lab? Use at least one outside source (other than course materials) to answer this question. Cite the source using APA format. Answers should be 5–7 sentences in length.
[Write your answers here]
2. Outcomes—What was the main purpose of this lab?
[Write your answers here]
3. Hypotheses—What were your hypotheses for Activity 1? What were your hypotheses for Activity 2? Identify each hypothesis clearly, and explain your reasoning.
[Write your answers here]
Materials and Methods
4. Using your own words, briefly describe what materials and methods you used in each of the activities. Your answer should be sufficiently detailed so that someone reading it would be able to replicate what you did. Explain any measurements you made.
[Write your answers here]
Discussion
5. Based upon the results of each activity, explain whether you accepted or rejected your hypotheses and why.
[Write your answers here]
6. What important information have you learned from this lab? Use at least one outside source (scholarly for full credit) to answer this question. Cite the source using APA format.
Answers should be 5–7 sentences in length.
[Write your answers here]
7. What challenges did you encounter when doing this lab? Name at least one.
[Write your answers here]
8. How might a scientist create a more realistic physical model to show the effects of global climate change on sea level rise? What factors might be changed?
[Write your answers here]
Literature Cited
9. List the references you used to answer these questions. (Use APA format, and alphabetize by the last
name.)
[Write your answers here]
REPORT A LAB
Name of Lab
Your Name
SCI 207: Our Dependence Upon the Environment
Instructor’s Name
Date
*This template will enable you to turn your lab question responses into a polished Lab Report. Simply copy paste your answers to the lab questions, as well as all data tables, graphs, and photographs, in the locations indicated. Before you submit your Lab Report, it is recommended that you run it through Turnitin, using the student folder, to ensure protection from accidental plagiarism. Please delete this purple text before submitting your report.
Name of Lab
Introduction
Copy and paste your response to Question One here.
Copy and paste your response to Question Two here.
Copy and paste your response to Question Three here.
Materials and Methods
Copy and paste your response to Question Four here.
Results
Copy and paste your completed Data Tables here.
Copy and paste any Graphs here. Include a numbered figure caption below it, in APA format.
Copy and paste your Photographs here, in the order they were taken in the lab. Include numbered figure captions below them, in APA format.
Discussion
Copy and paste your response to Question Five here.
Copy and paste your response to Question Six here.
Copy and paste your response to Question Seven here.
Copy and paste your response to Question Eight here.
References
Copy and paste your response to Question Nine here.
Recommended Resources
Multimedia
The Daily Conversation. (2015, December 2). Climate change explained (Links to an external site.)Links to an external site. [Video file]. Retrieved from https://youtu.be/ifrHogDujXw
This video provides information about global climate change and may assist you in your Sustainable Living Guide Contributions, Part Four of Four: Sustaining Our Atmosphere and Climate assignment.
Accessibility Statement (Links to an external site.)Links to an external site.
Privacy Policy (Links to an external site.)Links to an external site.
Web Pages
National Aeronautics and Space Administration. (n.d.). Global climate change: Vital signs of the planet (Links to an external site.)Links to an external site.. Retrieved from https://climate.nasa.gov/
This web page provides information about global climate change and may assist you in your Sustainable Living Guide Contributions, Part Four of Four: Sustaining Our Atmosphere and Climate assignment.
Accessibility Statement (Links to an external site.)Links to an external site.
Privacy Policy (Links to an external site.)Links to an external site.
National Institute of Environmental Health Sciences. (n.d.). Air pollution (Links to an external site.)Links to an external site.. Retrieved from https://www.niehs.nih.gov/health/topics/agents/air-pollution/index.cfm
This web page provides information about air pollution issues and may assist you in your Week Four Assignment.
Accessibility Statement (Links to an external site.)Links to an external site.
Privacy Policy (Links to an external site.)Links to an external site.
Visualizing and understanding the science of climate change (Links to an external site.)Links to an external site.. (n.d.). Retrieved from http://www.explainingclimatechange.ca
This web page provides a learning module with information about the science of climate change and may assist you in your Week Four Assignment.
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Privacy Policy does not exist.
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