CDE Standard 4 Benchmark 11, Grades 9-12. There are factors that may influence weather patterns and climate and their effects within ecosystems (for example: elevation, proximity to oceans, prevailing winds, fossil fuel burning, volcanic eruptions).
The Greenhouse Effect PhET Simulation Lesson
Learning Goals: Students will analyze how Greenhouse Gases affect Earth’s temperature and identify processes that might increase or decrease Earth’s temperature.
- Click on the “Ice Age” button and record the minimum temperature. 32F
- Record: CO2: 180ppm CH4: .380ppm N2O: .215ppm
- What happens to the sunlight photons as they hit the ground? They bounce back up toward the sky
- Are all of the sunlight photons being reflected back into space? Yes
- What happens to the temperature when you add clouds? Goes up.
- How are the photons affected by adding clouds? If clouds are present they bounce of them.
- Click on the “1750” button and record the minimum temperature. 60F
- Record: CO2: 388ppm CH4: 1.843ppm N2O: .317ppm
- What happens to the sunlight photons as they hit the ground? Absorbed into the ground.
- What happens to the temperature when you add clouds? Slightly increases
- How are the photons affected by adding clouds? Some pass through and others bounce off.
- Click on the “Today” button and record the minimum temperature. 55F
- Record: CO2: 280ppm CH4: .730ppm N2O: .270ppm
- What happens to the sunlight photons as they hit the ground? They are absorbed in the ground.
- What happens to the temperature when you add clouds? Stays about the same.
- How are the photons affected by adding clouds? The sunlight photons bounce off but the infrared photons get through for the most part.
What would happen if there were no Greenhouse gases? Temperature would significantly drop
What would happen if Greenhouse gases increase? More fog and temperature would significantly increase.
2. Work with any of the Chemistry Simulations to create your own Teaching Idea.
- Shake the salt shaker 3 times. How many total sodium and chloride molecules come out? Make an observation of this and draw a picture of what you see happening.
- Two of each
- Shake the salt shaker until there are 150 molecules total. Do they dissolve instantaneously?
- What other uses besides salting food can you think of that involves table salt?
SLIGHTLY SOLUBLE SALTS
- What are some examples of Ions that are slightly soluble salts?
- Mercury(II) Bromide, Silver Bromide, Copper Iodine…
- Draw a picture of what 3 of the Ions listed above look like when you shake them into the water.
- Shake the salt shaker. What difference have occurred compared to that of table salt?
- They take longer to dissolve. The ions are bound before they are dissolved.
- Where do the ions collect?
- At the bottom of the tank and along the sides.
C.4.2 Use the science content being learned to ask questions, plan investigations, make observations, make predictions, and offer explanations
C.4.6 Communicate the results of their investigations in ways their audiences will understand by using charts, graphs, drawings, written descriptions, and various other means, to display their answers
H.4.3 Show* how science has contributed to meeting personal needs, including hygiene, nutrition, exercise, safety, and health care