Step 3: Conduct Investigations and Analyze Data


In this phase of the investigation, students conduct their own investigation and prepare to communicate ideas.

Step 3.1 - CO2, the Atmosphere, and the Ice Core Record

Featured Resources
  • CO2 and the Atmosphere
  • CO2 and the Ice Core Record

    • Type: videos

    Time Required = 40 minutes

    Summary: Students watch two videos the examine the correlations between CO2 concentrations and global temperatures at different time scales and how changes in Earth's orbit can affect our climate over time.


    Teaching Strategy and Directions

    1. Have students watch both videos.

    2. Have students answer the following questions or have a discussion with them in small groups.

  • Are ice ages correlated with lower or higher amounts of carbon dioxide?
  • Between 600,000 and 100,000 years ago, what was the highest concentration of carbon dioxide in Earth's atmosphere?
  • What is the relationship between amount of CO2 in the atmosphere and global surface temperature?
  • How can ice unlock the history of Earth's atmosphere?
  • How can changes in the Earth's orbit influence and change our climate?
  • How have scientists determined that increasing levels of CO2 cause temperatures on Earth to rise?

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    Step 3.2 - Carbon and Climate Change


    Featured Resource - Global Anomalies Graphing Tool

    Type: interactive data visualization

    Time Required = 40 minutes

    Summary: Using this visualization, students find and quantify the changes in climate in their state compared to other locations on Earth.

    Teaching Strategies and Directions

    1. Students will use this visualization to find and quantify the changes in climate in their state compared to other locations on Earth. Have students explore the interactivity of the program. Ask students: What do the red, orange and yellow dots and the blue squares on the map represent?
    2. Tell students to choose carbon cycle gases under the "Markers" drop down menu.
    3. Have them find the Mauna Loa site. Click on the Site Summary (near the bottom of the page) and have students record the following information: Latitude and longitude, state, nearest major city or town, elevation (meters above sea level), and how the data is collected (airborne flasks, tower, surface flasks, in-situ)
    4. Have students return to the previous page and click on carbon cycle gases in the Select Measurement Program box. Then click on Time Series and then Submit. Have them answer the following questions:
      5. - How many years has data been gathered at Mauna Loa?

      - What is the increase in the concentration of CO2 in ppm in that span of time?

      - What is the rate of CO2 increase in ppm per year? (Change in CO2 concentration divided by # of years)

      5. Next students choose the site nearest to the area in which they live. Using the Site Summary, and have them record the following information: * Latitude and longitude * State and nearest major city or town * Elevation (meters above sea level) * How the data is collected (airborne flasks, tower, surface flasks, in-situ)

      6. Students should generate a time-series graph for your region. Have them answer the following questions:

      - How many years has data been gathered at your site?

      - What is the increase in the concentration of CO2 in ppm in that span of time?

      - What is the rate of CO2 increase in ppm per year? (Change in CO2 concentration divided by # of years)

      7. Have students choose another site that is above the Arctic Circle. Record the same information as above and have them compare their results from all 3 sites.


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