Greenhouse Effect

http://www.pasco.com/file_downloads/experiments/pdf-files/glx/earth/15-Greenhouse-Effect-la.pdf

Purpose Measure the effect on temperature of a greenhouse gas (carbon

dioxideCO2) on a simulated atmosphere and compare this data against an atmosphere with lower levels of CO2.

Background
What is the greenhouse effect?

The greenhouse effect was an expression first created by French mathematician Jean Fourier in 1822. Fourier suggested the Earths atmosphere acts like a glass greenhouse, which lets through the rays from the Sun, but traps the re-radiated rays from the ground. Fourier was correct, and later it was discovered that atmospheric gases are transparent to shortwave radiation and absorb infrared (long-wave) radiation emitted from the surface of Earth. This prevents much of the Earths re-radiated thermal energy from escaping into space. This was an important observation because it led to the understanding that most of the heating of our atmosphere comes indirectly from the Sun (shortwave radiation) and directly from the Earths surface (long-wave radiation). Without the presence of the atmosphere and the greenhouse effect, the average temperature on Earth would be approximately 30C lower (the temperature would be about 15C instead of +15C). Fouriers analogy however, was somewhat skewed. The greenhouse effect, or the warming effect of Earths atmosphere, was compared to glass buildings (greenhouses) built to protect and warm plants through the winter. The physics of greenhouse glass and Earths atmosphere are very different. Greenhouses function largely through the suppression of air circulation and less via the trapping of solar radiation by glass. Conversely, the atmosphere encourages air circulation, and the source of atmospheric heating is not the trapping of warm air but the air molecules actually absorbing radiant heat energy. The mechanism of the greenhouse effect (Fig. 1) stems from Earths intricate atmosphere, which is composed of: molecular nitrogen (N2), 77%; molecular oxygen (O2), 21%; water vapor (H2O), 1%; argon (Ar), 0.93%; carbon dioxide (CO2), 0.035%; methane (CH4), traces; inert gases (Ne, He, Kr, Xe), traces, and; particulates (silicate dust, sulfates, sea salt)

Fig. 1. Greenhouse Effect

Table 1: Global Energy Balance Space Atmosphere Origin Percent Interaction/ Percent (%)incomin Component (%) g Absorbed by 16 atmospheric H2O, dust, O3 Sun 100 Absorbed in 3 clouds Backscattered 6 by air Reflected by 20 clouds Reflected by 4 surface Balance 100= +49

Land & Ocean Interaction/ Percent Component (%)

Absorbed by ground

51

+51

Note: The percent of energy portions vary from author to author, depending upon the literature cited.

Fig. 2. Global Energy Balance

The global energy balance Table 1 and Fig 21 illustrate the global energy balance. The solar radiation (51%) that reaches the surface by directly passing through the atmosphere is used to melt ice and snow, to heat the ground, to evaporate water, and in photosynthesis. When the ground is heated, the surface emits energy back into space as infrared (IR) radiation (long-wave). Much of this radiated energy does not make it into space, but is absorbed by greenhouse gases in the atmosphere. These gases become warmed and radiate a slightly altered spectrum of longwave energy back to Earth's surface in a perpetual cycle, until the long-wave radiation is no longer available for absorption. Effect of various gases on Earths temperature Molecules of oxygen and nitrogen, which comprise 98% of atmospheric gases, are not able to absorb IR radiation; however, molecules like water and carbon dioxide possess vibratory and rotational modes that facilitate energy absorption in this spectrum. The natural greenhouse gases include water (H 2O), carbon dioxide (CO2), methane (CH4), and tropospheric ozone (O3). Anthropogenic (human produced) greenhouse gases include mainly CO 2 but also nitrous oxide (N2O), chlorofluorocarbons (CFCs), hydrofluorocarbons (HFCs), perfluorocarbons (PFCs), and sulphur hexafluoride (SF6). Under clear conditions, void of clouds, H2O vapor is the predominant greenhouse gas (60% to 70%). The second largest source of greenhouse gas is CO 2, which

is often considered the most important Space Atmosphere Land & Ocean contributor to the intensity of the greenhouse effect and tropospheric warming. Although the chlorofluorocarbons (e.g., CFC-12) contribution to the greenhouse effect is relatively low, they are an environmental concern because they can absorb IR 10,000 times better than CO2 due of their chemical structure. In addition, SF6 appears to contribute little, but this potent gas has 24,000 times the IR absorption potential of CO2. Cloud cover creates a stronger greenhouse effect by absorbing radiation and emitting a portion back to the surface, keeping it warm. (Note: clouds consist of water droplets and/or ice particles; clouds are not merely water vapor.) At the same time, a considerable amount of solar radiation is reflected back to space when clouds are present. The net effect of cloud cover is a reduction of energy received by the Earth. Understanding the difference between greenhouse effect and global warming Do not confuse the term greenhouse effect with the term global warming. Global warming is a highly debated topic focusing concern over the increased concentration of greenhouse gases (both natural and anthropogenic) in the atmosphere and the apparent gradual rise in the temperature of the Earth's surface over the past few centuries. The increased level of greenhouse gases (which have increased in concentration since about 1700 AD) is what precipitates the magnitude of the greenhouse effect, or the enhanced greenhouse effect, which leads to global warming. Scientists continue to debate the effects of increased greenhouse gases in the atmosphere and the issue of global warming. There are valid concerns regarding changes in cloud cover, CO 2 emissions, water vapor, and dust particles, which are capable of altering the energy balance and climate on Earth. The challenge to scientists is to combine cross-functional ideologies to analyze whether a global shift in temperature, precipitation, sea level, and storm severity is a function of climate change, or simply climate variability. Materials and Equipment Required Vernier LabQuest beaker, 500-mL Temperature Probe 1/8 vinyl tubing (0.5 m) CO2 Sensor Erlenmeyer flask, 125-mL Small Tripod Base & Rod 1-hole stopper (for flask) Three Finger Clamp foam insulating lid black construction paper plastic tubing connector nib (2) clamp or clothes pin insulated mitt 150-W incandescent light source protective gear Make CO2 with either dry ice (50 g); Yeast, sugar, warm water; or alka seltzer Safety Notes Wear protective gear at all times (gloves, goggles, etc.). Avoid contact of dry ice with skin and eyes. Handle the dry ice with an insulated mitt. Dry ice can burn your skin.

Pre-Lab Question Which test situation will cause heat from the lamp to be retained longerwith air only or with air plus added CO2?

Equipment Setup
Note: If you prefer to perform this experiment simultaneously, then construct two of the devices and use two sets of sensors.

Air Without Added Carbon Dioxide Gas

1. 2. 3. 4. 5. 6. Cut a piece of black construction paper so it fits in the 1-L beaker. Place the foam insulating lid on the top of the beaker. Cut a hole in the top of the lid so the CO2 Sensor makes a snug fit. Press the Temperature Probe through the lid, creating another hole. Create a third hole in the foam insulating lid for the plastic tubing connector nib. Support the LabQuest with the Three Finger Clamp on the rod stand to maintain the proper positioning of the LabQuest above the setup. 7. Using a ruler, place the light source 6 inches from the beaker. 8. The CO2 Probe should be set to high

Vernier LabQuest

Equipment Setup Procedure Vernier LabQuest Setup 1. Plug the Vernier CO2 Sensor and temperature probe into the Vernier LabQuest. Connect the CO2 Gas Sensor to the interface. Start the data-collection software. The software will identify the CO2 Gas Sensor and load a default datacollection setup. You are now ready to collect data. Note: Allow the CO2 Gas Sensor to warm up for about 90 seconds before collecting data.

CO2 Probe

Temperature Probe

Data 1. Turn on the light, wait for 30 seconds, and press the Start/Stop ( begin recording data.

) key to

2. Collect data for 5 minutes. Turn off the light. Continue recording data for 20 minutes. Press the Start/Stop ( )key to stop recording data.

Air With Added Carbon Dioxide Gas

Equipment Setup 1. Carefully take the rubber stopper out of the Erlenmeyer flask, put several pieces of dry ice (may use yeast, sugar & warm water or alka seltzer and water to generate CO2) into the flask, and put the stopper back into the flask. Important: Use the insulated mitt to handle the dry ice. Important: Do not move or bump the rest of the equipment setup. Record Data 1. Turn on the light, wait for 30 seconds, and press the Start/Stop ( begin recording data.

) key to

2. When the carbon dioxide concentration levels off, put the clamp on the tubing to prevent any further addition of CO2. Note: The purpose of this step is to isolate the beaker from the cold flask. 3. Collect data for 5 minutes. Turn off the light. Continue recording data for 20 minutes. Press the Start/Stop ( )key to stop recording data. 4. Follow your instructors directions for cleaning up your work space. Analyze 1. Open the Graph display). Result: The Graph display opens displaying Temperature for 2 runs. 2. Press the select key, use the arrow keys to highlight the first Run #, select it, use the down arrow to highlight the run for the air-only test situation, and select it. Repeat for the second Run #, and select the run for the air plus CO 2 test situation. Result: The Temperature vs. Time graphs for your 2 runs of data will be displayed. 3. Make a sketch of the graphed data and label your graph.

4. Graph Temperature and CO2 Concentration on the x axis and time on the y axis 5. Make a sketch of the graphed data and label your graph or use Excel.

Table 1. CO2 & Temperature Data

Time (sec )

w/out added CO2 CO2 ppm Temp oF

w/ added CO2 CO2 ppm Temp oF

0 30 60 90 120 150 180 210 240 270 300 shut off light and record for 20 minutes @1 minute intervals w/out added CO2 w/ added CO2 o Time CO2 ppm Temp F CO2 ppm Temp oF (min ute) 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19

20

Analysis/ Synthesis Questions

Analysis question 1. Which system retained the heat longer? Synthesis questions 1. Based on your results, what can you assume about the effect of CO 2 on temperature in the atmosphere? 2. Results can vary depending on the experimental design of the activity. List the possible variables in your experiment. 3. How would a loose seal with the lid affect your data? Describe what you would expect the data to look like. 4. A skeptic could argue that your results do not demonstrate that CO 2 is better than any other atmospheric gas in contributing to the greenhouse effect. This individual may claim that the temperature difference was simply due to an increased number of molecules (production of CO 2) in the bottle. What is wrong with this claim? 5. List three gases that contribute to the greenhouse effect. 6. How does Earth benefit from the greenhouse effect?