Describe the main result from the CO2 experiments in the two videos below
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:
- 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)
- 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. 播放媒体评论。
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.
- 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:
- 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)
- 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. 播放媒体评论。
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.
- 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.
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