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36127 Topic: SCI 207 Our Dependence upon the Environment

Number of Pages: 1 (Double Spaced)

Number of sources: 2

Writing Style: APA

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;

continued on next page

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

continued on next page

www.carolina.com/distancelearning 5

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

continued on next page

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

continued on next page

www.carolina.com/distancelearning 7

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

www.carolina.com/distancelearning 9

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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www.carolina.com/distancelearning 13

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

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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.

Accessibility Statement does not exist.

Privacy Policy does not exist.

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