El Centro College

ENVR 1401 Online

Climate Change
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Objective
1. Students will investigate which type of ice (land ice or sea ice) poses a greater threat to sea level rise if large-scale melting due to climate
change occurs.
2. Students will investigate the effect of simulating the addition of carbon dioxide (a greenhouse gas) on temperature.
3. Students will investigate albedo.
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Introduction
This lab consists of three mini-labs that all pertain to the physical environment. The first lab examines if ice found on
land or ice found in the sea will have a larger impact on ocean levels rising in the future. Next, you will perform a
simulation to see if trapped greenhouses gases play a role on temperature increases. Finally, you will determine if land
or water heats up faster.

Please Highlight or type answers in a different color.

Activity 1: Melting Ice & Sea Level Rise

Introduction
A scientific report endorsed by the United Nations states that unless greenhouse gas emissions are curtailed, average
global temperatures may rise between one and three degrees Celsius (two and five degrees Fahrenheit) in the next 100
years. The ramifications of a temperature change even at the low end of this range would be severe. For example, a
one-degree Celsius (two-degree-Fahrenheit) change in temperature is predicted to result in a one meter (three-foot)
rise in sea level, which would displace millions of people in coastal cities and low-lying islands. Excerpted from PBS Learning Media
Background Essay for Mountain of Ice: If the Ice Melts. http://wupcenter.mtu.edu/education/Global_Climate_Change/lessons/Paul_Wilson_Green_House_Effect-%20Lab.pdf

Question:
Which type of ice (land ice or sea ice) poses a greater threat to sea level rise if large-scale melting due to climate change
occurs?

Hypothesis: (state hypothesis here)

Materials
glass jars, 2 ice cubes ruler
water funnel

Procedure
1. Place about 10 ice cubes in one of the jars, then fill it about three-quarters of the way full with water. (Simulates sea
ice.) Measure the height of the water in millimeters (mm). Record data.

2. Fill the second jar with only water. It needs to be at the exact same level as the first jar containing water and ice.

3. Place the funnel in the top of the second jar and put the same number of ice cubes in it as you did in the first jar.
(Simulates land ice.) *No ice should be in the jar.* Measure the height of the water in millimeters (mm). Record data.

4. Wait a total time of 30 minutes for the ice to melt and observe how much the water level has increased in both jars.
Measure the water height in 15 minute intervals. Record data.
5. Calculate the change in volume by subtracting the final volume from the initial volume.

Results

REQUIREMENT: Submit a clear picture of the lab in progress here. This ensures the lab was performed. Credit will not
be given if no picture is submitted.

Table 1: Rise in Water Level

0 minutes (Initial) 15 minutes 30 minutes (Final) Change in Volume
H2O levels -Sea Ice
H2O levels -Land Ice

Activity 2: CO2 and Air Temperature

Introduction
Carbon dioxide is known as a greenhouse gas because of its ability to absorb infrared radiation. This trace gas has
existed in our atmosphere for billions of years. Scientists were not around then to measure the small amounts of CO2,
but past CO2 levels can be accurately measured by using ice core samples. More recently, carbon dioxide has been
released into the atmosphere when fossil fuels and other hydrocarbons are burned. It is also released through animal
respiration. In the last few years, the highest levels of carbon dioxide on record have been observed. What effect will a
continued increase in carbon dioxide have on temperature?

Question
What effect will the simulation of the addition of greenhouse gases have on temperature?

Hypothesis (state hypothesis here)

Materials *if materials are limited, perform the experiments one at a time.
2 glass jars rubber band or tape *light source or direct sunlight
plastic wrap thermometers

Procedure
1. Tape one thermometer to the inside of each of the glass jars, making sure you can read the temperature easily.

2. Cover one of the jars with plastic wrap. Use the rubber band or tape to secure it. This jar will simulate the trapping
of greenhouse gases.

3. Put both containers into sunshine or under a light source. Make sure they receive the same amount of light.
NOTE: A heat lamp or incandescent bulb may be substituted for the sun, but you must be careful to place the containers
the same distance from the lamp, and beware that the bulb and shade may get quite hot.

4. Record the temperature of each jar in 5 minute increments for a total of 30 minutes. Calculate the change in
temperature by subtracting the final temperature from the ignition.
Results

REQUIREMENT: Submit a clear picture of the lab in progress here. This ensures the lab was performed. Credit will not
be given if no picture is submitted.

Table 2: Change in Temperature of Simulated CO2

0 min 5 min 10 min 15 min 20 min 25 min 30 min Temperature
Change
Regular Air
Simulated
CO2 Air

Activity 3: Heating of Land versus Water

Introduction
Sea ice has a bright surface or high albedo (reflectivity) so much of the sunlight that strikes it is reflected back into
space. As a result, areas covered by sea ice do not absorb much solar energy, so the atmospheric temperatures in the
polar regions remain relatively cool. If gradually warming temperatures melt sea ice over time, fewer bright surfaces are
available to reflect sunlight back into space, more solar energy is absorbed at the surface, and temperatures rise
further. This chain of events starts a positive feedback cycle of warming and melting. This cycle is temporarily halted
when the dark days of the polar winter return, but it starts again in the following spring. Even a small increase in
temperature can lead to greater warming over time, making the polar regions the most sensitive areas to climate
change on Earth. http://nsidc.org/cryosphere/seaice/

Because radiation emitted from the earth’s surface is responsible for heating the atmosphere it is important to examine
how the differing surfaces (trees, ice, soil, water) absorb heat and therefore influence air temperatures. In this lab you
will look at the differences in heating between jars of water, dry soil and damp soil.

Question
How does heating differ between land and sea?

Hypothesis (state hypothesis here)

Materials
*if materials are limited, perform the experiments one at a time.
2 jars of soil or sand 3 thermometers
1 jar of water light source

Procedure
1. Fill a jar ¾ full with dry soil or sand. Fill a second jar ¾ full of room temperature water. Fill a third jar ¾ full with damp
soil or sand. Suspend a thermometer in each beaker with the temperature bulb near the surface (approximately 1 inch
down).
2. Record the starting temperatures for the containers. Turn on the lamp.
3. Record the temperature in 1 minute intervals for 10 minutes.
Results

REQUIREMENT: Submit a clear picture of the lab in progress here. This ensures the lab was performed. Credit will not
be given if no picture is submitted.

Table 3: Change in Temperature of Water and Sand

Time in minutes Change
0 1 2 3 4 5 6 7 8 9 10 in
Temp.

Water
Dry
Sand
Damp
Sand

Conclusion
1. In Activity 1 which ice led to the highest rise in water level? ________________________
Explain in your own words why this occurred.

2. In Activity 2, what caused the temperatures in the covered jar to change?

3. How was this experiment similar to the warming of Earth?

4. Suggest a reason why the sand heated differently than the water and why the damp sand heated differently than the
dry sand.

5. With your knowledge of albedo, would a light-colored or dark-colored roof be the best choice for your house if you
lived in an area with long, cold winters? Explain.