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Description

1. Watch CO2 absorb heat!

Watch the following two videos and answer the associated questions:

Describe the main result from the CO2 experiments in the two videos below. (2 pts)

What is the independent variable that influenced the results of the experiment? (2 pts)

Video 1: Mythbusters tests global warming theory – does CO2  warm air (3 min)?

Video 2: Greenhouse effect (in a bottle) explained (2 min) 

2. Watch infrared (IR) radiation be blocked by glass and a sweatshirt!

Watch the following video (2:14 min) and answer these questions. 

Why did the colors of the globe fade when covered in glass? (2 pts)

  1. Why did the colors of the teacher fade when covered in the sweatshirt? (2 pts)
  2. How is this similar to how CO2 holds heat in the Earth’s atmosphere? (2 pts)

–  Climate, Infrared Radiation, Blowtorch, Action

3. Watch as CO2 and refrigerant gas block infrared (IR) radiation

Watch the following two videos and answer the associated questions.

Video 1 (1:08): Video 1 (1:08): Ian Stewart demonstrates infrared radiation absorption by CO2 

Video 2 (0:16, no audio): Ziplock bags filled with either plain air or refrigerant greenhouse gas (trifluoroethane) are placed between the student and the IR camera.  ???????

Note that the scale of only five colors is too broad to pick up the weaker CO2 effect.  By contrast, the effect is much easier to see with the refrigerant gas (trifluoroethane) because it is 4300x stronger greenhouse gas compared to CO2, so it crosses the color threshold.  When you use the IR sensor in person, you can watch the temperature change with the CO2 – but it is just within the range of one color band for the IR thermometer. 

Video 1: Why did the colors of the flame fade when CO2 was placed between the camera and the flame?  (2 pts)

Video 2: Why did the colors of the female student fade to blue when the Ziplock bag was placed in front of her face?  (2 pts)

4. Discussion

Respond to each of the following (4 pts):

  1. Which of the above videos did you find most convincing and why?  Or perhaps the combination of all videos was helpful – why was that?
  2. Were these things you had already understood before taking this class?
  3. Show at least one of these videos to someone not taking the class and tell us about the conversation that ensued.

Do you think these visual demonstrations of the greenhouse effect which we otherwise cannot observe could help the wider population better understand that elevated CO2 concentrations are warming the globe? Why or why not?

5. Discussion with Others in the Class (4 pts)

Get involved and provide substantive responses that add to the discussion to at least two other posts! (2 pts each; 50-100 words minimum each)

Submission Instructions

Complete this assignment in Microsoft Word and submit you work in TWO ways:

Copy and Paste all of your responses into a Discussion Board reply – this will allow you to discuss your ideas with others in the class.

Unfortunately, to prevent copying from others, we can only grade your first post and that post cannot be edited, so make sure your response is complete before you submit! 

Also upload your Word document to Turnitin using the Canvas UPLOAD page which immediately follows this Discussion Board in the Weekly Module.  Your Discussion with others happens after your post and does not have to be uploaded to Turnitin,

Canvas submits your document to Turnitin for you, where a report will be generated that highlights any potential unoriginal text compared to documents available on the internet, many print journals, and the database of other papers submitted in this and previous versions of this class. 

Instructions

Fully respond to each question, composing your answers in a Word document.

Number your answers and use separate paragraphs for each question.

Respond to others posts to get full credit for this assignment.

Follow the Discussion Board Rubric in the three dots on the upper right to make sure you get all possible points.

We are looking forward to hearing what you learn!

Note: Use your own words. All Discussion posts and Lab submissions must be written in your own words, even if you work through the course or lab material with someone else in the class. Also do not copy from subtitles. See Plagiarizing Definitions and Consequences (Start Here module) for more information.

Questions

1. Watch CO2 absorb heat!

Watch the following two videos and answer the associated questions:

  1. Describe the main result from the CO2 experiments in the two videos below. (2 pts)
  2. What is the independent variable that influenced the results of the experiment? (2 pts)

Video 1: Mythbusters tests global warming theory – does CO2  warm air (3 min)?

Video 2: Greenhouse effect (in a bottle) explained (2 min) 

  1. 2. Watch infrared (IR) radiation be blocked by glass and a sweatshirt!
  2. Watch the following video (2:14 min) and answer these questions. 
  3. Why did the colors of the globe fade when covered in glass? (2 pts)
  4. Why did the colors of the teacher fade when covered in the sweatshirt? (2 pts)

How is this similar to how CO2 holds heat in the Earth’s atmosphere? (2 pts)

–  Climate, Infrared Radiation, Blowtorch, Action

3. Watch as CO2 and refrigerant gas block infrared (IR) radiation

Watch the following two videos and answer the associated questions.

Video 1 (1:08): Video 1 (1:08): Ian Stewart demonstrates infrared radiation absorption by CO2 

Video 2 (0:16, no audio): Ziplock bags filled with either plain air or refrigerant greenhouse gas (trifluoroethane) are placed between the student and the IR camera.  ???????

  • Note that the scale of only five colors is too broad to pick up the weaker CO2 effect.  By contrast, the effect is much easier to see with the refrigerant gas (trifluoroethane) because it is 4300x stronger greenhouse gas compared to CO2, so it crosses the color threshold.  When you use the IR sensor in person, you can watch the temperature change with the CO2 – but it is just within the range of one color band for the IR thermometer. 

Video 1: Why did the colors of the flame fade when CO2 was placed between the camera and the flame?  (2 pts)

Video 2: Why did the colors of the female student fade to blue when the Ziplock bag was placed in front of her face?  (2 pts)

4. Discussion

  • Respond to each of the following (4 pts):

Which of the above videos did you find most convincing and why?  Or perhaps the combination of all videos was helpful – why was that? 

Were these things you had already understood before taking this class?

Show at least one of these videos to someone not taking the class and tell us about the conversation that ensued.

  1. Do you think these visual demonstrations of the greenhouse effect which we otherwise cannot observe could help the wider population better understand that elevated CO2 concentrations are warming the globe? Why or why not?

POST

The CO2 experiments show that carbon dioxide can result in the earth becoming warmer and warmer. They compared a group with CO2 and a control group, use light to work like the sun, and find that the CO2 group is warmer than the without group.The independent variable is CO2.Because the global planet reflects the light back down. The long wavelength cannot escape and result in the temperature going down.Because sweatshirts can lock the visible light and make them cannot escape.A similar point is that atmosphere on earth would also trap the longwave sunlight just like the experiment. The atmosphere on earth work as the sweatshirt in the experiment.Because the CO2 can absorb the flame.Because Trifluoroethane is colorless. It can cool the heat and let the temperature goes down.I think the first experiment is the most convincing. Because I think the first experiment was designed more scientifically. There are experimental groups and control groups. I can also easily understand this experiment and also easily link it with global warming in the real world.No, I did not understand these before taking this class. Because I barely took physical class or chemistry class before.Show at least one of these videos to someone not taking the class and tell us about the conversation that ensued.I let my girlfriend watch the first experiment video. She told me that she can understand this video is trying to let people know that carbon dioxide can result in the earth becoming warmer and warmer.I agree that these visual demonstrations of the greenhouse effect can let people directly and easily know why we need to reduce CO2 emissions. These videos can give people a direct and clear link from the experiment to the real-life global warming issue.

CO2 in a Bottle Discussion Post (a) After watching the two videos on greenhouse gases, the CO2 had similar results in each. The first video showed that the box with the CO2 was warmer than the control box. The same goes for the bottle experiment. The bottle with the CO@ was much warmer than the bottle without. This shows that CO2 does have an effect on the earth’s rising temperature. (b) The independent variable in each of these experiments was the lamps (solar light) They stated that they were using the same lights for each box or bottle, depending on the video. Because they are the same and don’t change, that leads me to believe that they are the independent variables in this experiment that influenced the overall results in each video. (a) The color on the globe faded when covered with glass, because lights are able to come through and be reflected, but has a hard time escaping. The light on the globe demonstrates temperature, so it faded because the long wavelengths couldn’t escape the glass and it was trapped. (b) The colors on the teacher fade when he puts a sweatshirt on because he is trapping the heat underneath. It slows down the heat from leaving, which leaves the colors more faded in the video. (c)  This is similar to how CO2 holds heat in the atmosphere because light can come through to heat the Earth, but the CO2 traps it in the atmosphere. The glass and sweatshirt demonstrated that in the video. CO2 keeps most of the heat in, which results in warming the Earth. (a) The colors of the flame faded when CO2 was placed between it and the camera because the CO2 absorbed the heat and trapped it in the tube. (b) The colors of the female student faded to blue when covered by a ziplock bag of trifluoroethane because it blocks the heat from coming through. In the description below the 2nd video, it said that this particular gas is 4300x stronger than CO2. This is why it completely faded to blue and did not show another color.(a) I thought a combination of all of the videos was compelling and helpful. It showed many different experiments, used different greenhouse gasses, and different materials in each video, and they all ended in similar results. This made me understand more about the causes and effects of greenhouse gases. (b) I have heard a little about these topics, but I have never gone in-depth with them or really understood them before this class. (c) I showed the video of the teacher covering the globe with glass and him wearing a sweatshirt to my mom. She has never taken a course relating to climate change or global warming and she said that this whole topic made a lot more sense after watching the video. She noticed how the heat gets trapped and leads to a warmer environment. This video was easy to follow and really made a lot of sense to her. (d) I think these visual demonstrations of the effects of greenhouse gases could help the population understand more about this topic because they will actually see clear visuals of what is happening. If they just hear people talking about it, they may not believe it until they really see it.

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