A Warmer World?
An Engineering Teaching Kit developed by:
Bridgette Baugher
Nick Justensen
Devin Mai
Luke Scruby
Sean Yein
December 15, 2006
MAE 491
A Warmer World? is a five day lesson plan which teaches basic heat transfer and engineering design by studying the causes and effects of global warming. The lesson culminates with a design project in which students try to control the temperature of asystemset up to mimic earth’s atmosphere by applying the principles of heat transfer.
Key Concepts Covered:
- Engineering Design Process
- Conservation of Energy
- Heat Transfer
- Greenhouse Effect
- Carbon Cycle
Mission: Teach students how engineers change the world by teaching the science behind global warming in conjunction with an engineering design project.
Luke Scruby-
Bridgette Baugher-
Sean Yein-
Nick Justesen-
Devin Mai-
Table of Contents
Virginia Standards of Learning Covered------4
Lesson Plan Overview------5
Materials List------6
Day 1 Lesson Plan – The Greenhouse Effect------7
The Keeling Curve Handout------9
The Greenhouse Effect Worksheet------10
Ice in Jar Experiment Procedure------11
Day 2 Lesson Plan – What is the Carbon Cycle?------12
Five Fun Facts Handout------14
Is Atmospheric Carbon Dioxide Really Linked to Earth’s Temperature? - 15
Business as Usual Handout------16
Earth’s Atmosphere: What it is and What it Does ------17
Day 3 Lesson Plan – How is Earth Like a Greenhouse? Thermodynamics of Earth 18
How is Earth Like A Greenhouse Handout ------20
How is Earth Like A Greenhouse: Luke’s Answer ------21
The Greenhouse Effect: Earth’s Atmosphere ------22
Radiative Forcing Handout ------23
Predictions for the Future------24
Day 4 Lesson Plan – Design Project------25
Keeping and Blocking Radiation Assignment------26
Design Experiment Handout------27
Design Experiment Handout, Teacher Copy------29
Day 5 Lesson Plan – Grading Design Projects and Conclusion ------32
Evaluation of Design Spreadsheet ------33
Additional Resources ------33
References and Citations ------34
Virginia Standards of Learning Covered
SCI.CHE.1 The student will investigate and understand experiments in which variables are measured, analyzed, and evaluated, produce observations and verifiable data.
SCI.CHE.3 The student will investigate and understand how conservation of energy and matter is expressed in chemical formulas and balanced equations.
SCI.PHY.1 The student will investigate and understand how to plan and conduct investigations in which:
- the components of a system are defined
- instruments are selected and used to extend observations and measurements of mass, volume, temperature, heat exchange, energy transformations, motion, fields, and electric charge
- information is recorded and presented in an organized format
- Metric units are used in all measurements and calculations
- the limitations of the experimental apparatus and design are recognized
- the limitations of measured quantities through the appropriate use of significant figures or error ranges are recognized; and
- data gathered from non-SI instruments are incorporated through appropriate conversions.
SCI.PHY.6 The student will investigate and understand that quantities including mass, energy, momentum, and charge are conserved.
SCI.PHS.6 The student will investigate and understand states and forms of energy and how energy is transferred and transformed. Key concepts include: potential and kinetic energy; mechanical, chemical, and electrical energy; and heat, light, and sound.
SCI.PHS.7 The student will investigate and understand temperature scales, heat, and heat transfer. Key concepts include: absolute zero, phase change, freezing point, melting point, boiling point, conduction, convection, radiation, vaporization, and condensation.
SCI.PHS.9 The student will investigate and understand the nature and technological applications of light. Key concepts include: reflection, refraction, particle theory, wave theory; and the electromagnetic spectrum.
Lesson Plan Overview
Day 1: What is Global Warming?
:10Introduction
:20Difference between Engineering and Science
:30What is Global Warming? Class answers
:40What is Global Warming? Our presentation
:50Questions and Discussion
Homework: Write 5 sentences explaining what Global Warming is. List sources. Give them 3 source websites. Fill in “The Greenhouse Effect” Worksheet.
Day 2: What is the carbon cycle?
:10Recap of Global Warming
:20What is the carbon cycle? Class answers
:30Candle in Jar experiment
:40Presentation on Carbon Cycle
:50Questions and Discussion
Demonstration: Candle sealed in jar which goes out.
Day 3: Greenhouse EffectThermodynamics
:10How does the Greenhouse effect work?
:20Introduction to Thermodynamics
:30Conduction, Convection, Radiation
:40Presentation on Earth’s Heat Transfer
:50Radiative Forcing of the Atmosphere
Day 4: Design Project
:10Discussion on the experiments and materials
:20Building
:40Testing
:50Questions and Discussion
Day 5: Test and Present Projects
:10Redesign
:20Redesign, test, and present designs
:30 Review
:40 Evaluate Designs
:50 Questions and Flex time
Materials List
Day 1: What is Global Warming?
Two identical glass jars
2 cups cold water
10 ice cubes
One clear plastic bag
Thermometer
Day 2: What is the carbon cycle?
jar with lid
candle
lighter
Day 3: Greenhouse Effect Thermodynamics
Day 4: Design Project
Two 2Liter Bottles
Two Ball of Clay
5 Thermometers or a thermocouple with five leads
Cotton Ball
Dirt
Aluminum Foil
1 lb dry ice
1 can compressed gas duster
Tape (Scotch)
Day 5: Test and Present Projects
Same materials as day four
Day 1 Lesson Plan:
What is Global Warming?
Objectives:
Introduce students to engineering as a discipline
Discuss the difference between science and engineering
Introduce the topics of Global Warming and the Greenhouse Effect.
:10Introduction
- Introduce ourselves
- Tell them the subject of the lecture series: “Global Warming”
- Tell them what they will learn:
- Global Warming
- Carbon Cycle
- Conduction, Convection, Radiation
- Engineering Design Process
:20Difference between Engineering and Science
A scientist is an expert in at least one area of science. Engineers use creativity, technology, and scientificknowledge to solve practical problems.
Material Scientist studies different properties of materials: strength, ability to bend, ability to conduct electricity, ect
Mechanical Engineer – develops new products using the information the scientist found. Have an obligation to make things better for all of society.
Discussion Points:
- Discuss everyday objects in the classroom and how scientists and engineers were involved in making them.
- What kind of people are engineers?
See:
- Why is it important for women to become engineers?
Statistics: Women comprise 25 percent of the technology work force, while men make up 75 percent. Women hold 10 percent of the nation's top technology jobs, while men have 90 percent, according to the National Science Foundation.
"The differences between men and women in science and engineering education programs and careers are not due to men being better or women being weaker," says William Newman, a math and science education professor at Chicago's Illinois Institute of Technology. "In fact, girls tend to earn higher grades than boys in science and math courses. However, they are not pursuing science and engineering in college or as careers at the same rate as boys. The difference is instead tied to societal expectations of men and women, and roles colored by gender stereotypes."
For more information consult:
:30What is Global Warming? Get answers from the class
Specific Questions to ask:
What is it?
Where is it happening?
Who causes it?
Why should we be concerned?
How can we help to fix the problem?
:40What is Global Warming? Explain in more detail.
Clips from An Inconvenient Truth – segment from where he describes sun and how it affects the earth, and cartoon.
Show how its is affecting earth – through pictures
Incorporate experiment
:50Experiment, Questions and Discussion
Conduct “Ice in Jar” Experiment
Assign “The Greenhouse Effect” Worksheet as homework
Discussion and Questions
Homework: Write 5 sentences explaining what Global Warming is. List sources. Give them 3 source websites. Fill in “The Greenhouse Effect” Worksheet.
The Keeling Curve
The figure above shows the concentration of carbon dioxide (CO2) gas in the atmosphere as measured at the Mauna Loa observatory in Hawaii. The data is collected contiunously, then averaged for each month before being plotted. This curve is known as the Keeling curve because Dr. Charles Keeling was the first to notice that atmospheric CO2 is relatively uniformly distributed throughout most of the atmosphere and that, while it varies each year it is also increasing. Dr. Keeling also helped discover that the annual fluctuation is because of forests in the northern hemisphere store more carbon in summer and release more in winter. Other measurements from all around the world show the same trend.
The figure is from the Scripps Institute CO2 Program. To read more about Dr. Keeling’s work or to find the graph online, go to
The Greenhouse Effect
Information Sources:
Assignment:
Using what you learned today and the websites listed above, write 1 or 2 sentences IN YOUR OWN WORDS to answer the following questions.
1. What is the greenhouse effect? ______
2. What types of activities increase the amount of greenhouse gases in our atmosphere? ______
3. Do you think that it is important to reduce the amount of greenhouse gases we send out into our atmosphere? Why or why not? ______
4. What is one thing that you can do to reduce the amount of greenhouse gases you or your family uses? ______
On my honor as a student, I have looked at least one of the websites or books listed above, and I have neither given nor received aid on the writing portion of this assignment.
Name: ______Date: ______
Experiment – Ice in Jar
Materials:
1. Two identical glass jars
2.2 cups cold water
3. 10 ice cubes
4. One clear plastic bag
5. Thermometer
Procedure:
1. Take two identical glass jars each containing 2 cups of cold water.
2.Add 5 ice cubes to each jar.
3.Wrap one in a plastic bag (this is the greenhouse glass).
4.Leave both jars in the sun for one hour.
5.Measure the temperature of the water in each jar.
What you will discover:
In bright sunshine, the air inside a greenhouse becomes warm. The greenhouse glass lets in the sun's light energy and some of its heat energy. This heat builds up inside the greenhouse. You just showed a small greenhouse effect. What could happen if this greenhouse effect changed the Earth's climate?
Another version of a greenhouse is what happens inside an automobile parked in the sun. The sun's light and heat gets into the vehicle and is trapped inside, like the plastic bag around the jar. The temperature inside a car can get over 120 degrees Fahrenheit (49 degrees Celsius).
For more about Global Climate Change, visit the State of California's Climate Change Portal at:
Day 2 Lesson Plan
What is the Carbon Cycle?
Objectives:
- Students will understand that carbon is critical to the biosphere and must continue cycling to support life on earth.
- Students will understand and be able to identify carbon sources, sinks, and release agents in the carbon cycle.
- Students should know the good and bad effects related to the balance of carbon cycle
:10Recap of Global Warming
- Give a brief introduction on Global Warming/ Ask the students what they know about Global Warming after they have done the homework.
- Go over the homework questions “The Greenhouse Effect”
:15What is the carbon cycle? Class answers
:20What is the carbon cycle? Presentation:
The movement of carbon, in its many forms, between the biosphere, atmosphere, oceans, and geosphere is described by the carbon cycle. The carbon cycle is one of the biogeochemical cycles. In the cycle there are various sinks, or stores, of carbon and processes by which the various sinks exchange carbon.
:35Candle in Jar demonstration
Candle in JarDemonstration:
Objective:
Demonstrate that combustion consumes oxygen and produces carbon dioxide.
Materials needed:
- a jar with lid
- a candle
- lighter
Procedure:
Before the experiment: ask the student to explain what they think will happen to the lighted candle in the jar when we close the lid?
Put the lighted candle in the jar close the lid and notice the light goes out.
During the experiment: Ask the student to observe and notice what happen to the candle
After the experiment: Ask them what do they think happen to the candle now that they have seen what have happened.
:40Presentation on Carbon Cycle
Power point presentation and animated movie clips on carbon cycle.
:50Questions and Discussion
Pass out Five Fun Facts Handout.
For more information on carbon cycle experiment go to:
FIVE FUN FACTS
How to save the world:
- Use compact fluorescent light bulbs everywhere and turn off any light when not in use.
Reasons:
- Less energy use result in less CO2 emissions.
- Bulbs will last a long time (10 years)
- Slow down global warming
- Recycle everything you can.
Reasons:
- Less energy use to recycle than to make the same thing again
- Reduce CO2 emissions
- Reduce amount of toxins released in the community
- Slow down global warming
- Turn your thermostat down in the winter and up in the summer. Even 1 or 2 degree will reduce a lot of CO2 in long term.
Reasons:
- Saves money
- Reduce CO2 emissions
- Slow down global warming
- Plant lots of trees
Reasons:
- Offset CO2 emissions (tree absorb CO2 and give off oxygen)
- Slow down global warming
- When ever possible, walk, bike, use a carpool or mass transit. If you plan to buy a new car, buy the one with high gas mileage.
Reasons:
- Save you gas money
- Less energy use
- Reduce CO2 emissions
- Slow down global warming
*For more information on how to save the world, please visit the following reference.
Reference:
Is Atmospheric Carbon Dioxide Really
Linked to Earth’s Temperature?
Figure 1 plots both the global average temperature (blue) and the concentration of carbon dioxide gas in the atmosphere (red). The time scale (y axis) is in thousands of years before present, which is why the recent rise in atmospheric carbon dioxide as a result of humans burning fossil fuels since the industrial revolution appears to be a vertical line.
Figure 2 shows the temperature over the last 2000 years in more detail. Human fossil fuel use, and thus carbon dioxide emissions have increased dramatically since the mid- 1800’s. Scientists agree that this is at least partly responsible for the steady warming trend of the last 150 years. The different color lines represent different methods of calculating the temperature.
Source: Figure 1 was created by A.V. Fedorov and others for publication in the journal Science 312, 1485 (2006). Figure 2 is from Surface Temperature Reconstructions by the National Academy of Sciences. Both are available online on the Environmental Protection Agency’s website:
Business as Usual
“If the rate of fossil-fuel burning continues to rise on a business-as-usual trajectory, such that humanity exhausts the reserves over the next few centuries, CO2 will continue to rise to levels of order 1500 ppm. The atmosphere will not return to pre-industrial levels even tens of thousands of years into the future. Unless serious efforts are made to reduce the dependence on fossil fuels, it is clear that we are on a threshold of a new era of geologic history, one with climate very different that by of our ancestors.”
- Scripps Institution of Oceanography
“To slow the rate of anthropogenic-induced climate change in the 21st century and to minimize its eventual magnitude, societies will need to manage the climate forcing factors that are directly influenced by human activities, in particular greenhouse gas and aerosol emissions.”
-National Oceanagraphic and Atmpospheric Administration,
Earth System Research Laboratory statement on Climate Forcing.
The graph above is from the Scripps Insitution of Oceanography and is available at: The Earth System Research Laboratory website is
Earth’s Atmosphere:
What it is and What it Does
Earth’s Atmosphere contains 0.035% Carbon Dioxide gas. Compare this to Mars, which has virtually no gaseous Carbon Dioxide and an average temperature of about -50 C. The atmosphere of Venus has about 96% Carbon Dioxide and an average temperature of 420 C. The distance a planet is from the sun also has a strong effect on its average temperature.
Without the greenhouse gases in our atmosphere the Earth’s average temperature would be -20 C instead of 15 C.
Sources: picture of earth and sun,
Atmospheric cross-section,
Atmospheric temp. profile:
Day 3 Lesson Plan
How is Earth Like a Greenhouse? Thermodynamics of the Earth
:10How is Earth Like a Greenhouse?
Ask the students to explain how a greenhouse works. Is it warmer than outside or colder? Why? Pass out How is Earth Like a Greenhouse Worksheet and give them 5 minutes to write down their answers.
:20Introduction to Thermodynamics
What is Energy? Ask the class for answers, then provide:
The ability or capacity to do work. Alternatively: The ability to make something happen.
Energy has many different forms:
Kinetic – Energy of motion
Potential – energy of position
Chemical – energy in molecular structure
Thermal (a.k.a. internal) – energy of molecular motion
Radiant – energy of electromagnetic waves
Electrical – either kinetic and potential energy on an atomic scale
Have class provide an example of each type. What is a machine? Answer: a device that transmits or modifies energy. Or any mechanical or electrical device transmits or modifies energy to perform or assist in the performance of human tasks.