ENVIRONMENTAL SCIENCE
Greenhouse Gases and
Sea Level Rise
Investigation
Manual
GREENHOUSE GASES AND SEA LEVEL RISE
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
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
Key
Personal protective
equipment
(PPE)
goggles gloves apron
follow
link to
video
photograph stopwatch
results and
required
submit
warning corrosion flammable toxic environment health hazard
Made ADA compliant by
NetCentric Technologies using
the CommonLook® software
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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 (H2O),
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).
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
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Figure 2.
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
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.
Figure 3.
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 (N2O), 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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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
Figure 4.
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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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
Figure 5.
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.
Figure 6.
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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GREENHOUSE GASES AND SEA LEVEL RISE
Background continued
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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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.
continued on next page
Figure 7.
A.
B.
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.
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.
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GREENHOUSE GASES AND SEA LEVEL RISE
Materials
Needed but not supplied:
• Blank white paper
• 2 Coins (dimes or
• Water
pennies)
• Printout of page 12
• Timer
• Freezer
• Teaspoon
• Salt, 3 tsp
• Camera (or cell phone
• Scissors
capable of taking
• Pencil
photographs)
Included in the materials kit:
Plastic contain- Modeling
clay, 2 pieces
er with lid
2 Medicine
cups
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.
Food coloring
Safety
Needed from the equipment
kit:
Ruler
Beaker, 250 mL Plastic cup
Sharpie® marker
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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.
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.
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.
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
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.
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GREENHOUSE GASES AND SEA LEVEL RISE
Preparation continued
Figure 9.
Contour map template
Contour interval = 25 m
0
5 10 15 20 25 30
Kilometers
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N
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.
Figure 10.
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.
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.
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
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.
continued on next page
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ACTIVITY
ACTIVITY 1 continued
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.
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.
12.
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.NOTE!
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.
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Carolina Distance Learning
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.
continued on next page
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. NOTE!
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 drain
with the water running. Allow the faucet to run
for a few minutes to dilute the solutions.
2. Rinse and dry the lab equipment from the
equipment kit, and return the materials to
your equipment kit.
3. Dispose of the rinsed clay and any other
materials from the materials kit in the
household trash.
4. Sanitize the work space, and wash your
hands thoroughly.
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ACTIVITY
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
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Data Table 2. Glacier Ice
Time
(min)
Estimated
Depth (m)
Measured
Depth (cm)
Observations
0
30
60
90
120
150
melted
Calculations
Photographs
Activity 1.
Activity 2.
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ACTIVITY
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.
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.)
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.
18
Carolina Distance Learning
NOTES
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19
ENVIRONMENTAL SCIENCE
Greenhouse Gases and Sea Level Rise
Investigation Manual
www.carolina.com/distancelearning
866.332.4478
Carolina Biological Supply Company
www.carolina.com • 800.334.5551
©2018 Carolina Biological Supply Company
CB781611806 ASH_V2.1
Running head: NAME OF LAB
1
Name of Lab
Your Name
SCI 207: Our Dependence Upon the Environment
Instructor’s Name
Date
Running head: NAME OF LAB
2
*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.
ACTIVITY
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
16 Carolina Distance Learning
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)
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17
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]
Now copy and paste your answers into the Lab Report provided. Include the data tables
and photographs. You may wish to make minor edits to enhance the flow of your resulting
lab report.
www.carolina.com/distancelearning
19
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