MIT's Greenhouse Gas Simulator

MIT's Greenhouse Gas Simulator
https://www.climateinteractive.org/tools/climate-bathtub-simulation/

John Sherman, MIT

One of a suite of online climate interactive simulations, this Greenhouse Gas Simulator uses the bathtub model to demonstrate how atmospheric concentrations of CO2 will continue to rise unless they are lowered to match the amount of CO2 that can be removed through natural processes.

Learn more about Teaching Climate Literacy and Energy Awareness»

See how this Simulation/Interactive supports the Next Generation Science Standards»
High School: 2 Performance Expectations, 4 Disciplinary Core Ideas, 7 Cross Cutting Concepts, 12 Science and Engineering Practices

Notes From Our Reviewers The CLEAN collection is hand-picked and rigorously reviewed for scientific accuracy and classroom effectiveness. Read what our review team had to say about this resource below or learn more about how CLEAN reviews teaching materials
Teaching Tips | Science | Pedagogy | Technical Details

Teaching Tips

Educator should be familiar enough with the simulator and concepts being addressed to be able to help walk students through the complex aspects of the activity.
Educator should go over the instructions and the units on the graphs before learners launch the animation.

About the Science

Building on the bathtub animation that helps convey the challenges of stabilizing and reducing carbon emissions, this simulator includes substantial background information that may be appropriate for advanced high school, undergraduate students, or professionals involved with reducing greenhouse gas emissions.
The simulator includes important concepts including sink saturation and positive feedbacks, but learners without guidance may miss the importance of these concepts.
Comments from expert scientist: Provided background on CO2, its sources and sinks, and Kyoto protocol, is generally strong and put in simple concepts for easy understanding. Especially the concept of the bathtub and the overflowing water is an interesting analogy. Design of the simulator is also appropriate since it is easy to run and self-explanatory.

About the Pedagogy

This simulation can be done as a lab but will need to be guided for learners to be able to take away all the information embedded in this simulation/activity.

Technical Details/Ease of Use

Content in simulation is on occasion covered with a pop-up window.
Users may find some of the options for the simulation unclear in terms of their relevance or importance.

Learn more about CLEAN and NGSS

Next Generation Science Standards See how this Simulation/Interactive supports:

High School (see details)

High School

Performance Expectations: 2

HS-ESS2-6: Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere.

HS-ESS3-6: Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity.

Disciplinary Core Ideas: 4

HS-ESS2.D3:Changes in the atmosphere due to human activity have increased carbon dioxide concentrations and thus affect climate.

HS-ESS2.E1:The many dynamic and delicate feedbacks between the biosphere and other Earth systems cause a continual co-evolution of Earth’s surface and the life that exists on it.

HS-ESS3.D2:Through computer simulations and other studies, important discoveries are still being made about how the ocean, the atmosphere, and the biosphere interact and are modified in response to human activities.

HS-LS2.B3:Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes.

Cross Cutting Concepts: 7

Cause and effect, Scale, Proportion and Quantity, Systems and System Models, Stability and Change

See Details »

Cause and effect, Scale, Proportion and Quantity, Systems and System Models, Stability and Change

HS-C2.2:Cause and effect relationships can be suggested and predicted for complex natural and human designed systems by examining what is known about smaller scale mechanisms within the system.

HS-C2.3:Systems can be designed to cause a desired effect.

HS-C2.4:Changes in systems may have various causes that may not have equal effects.

HS-C3.3:Patterns observable at one scale may not be observable or exist at other scales.

HS-C3.4:Using the concept of orders of magnitude allows one to understand how a model at one scale relates to a model at another scale.

HS-C4:Systems and System Models

HS-C7:Stability and Change

Science and Engineering Practices: 12

Asking Questions and Defining Problems, Developing and Using Models, Analyzing and Interpreting Data, Constructing Explanations and Designing Solutions, Engaging in Argument from Evidence

See Details »

Asking Questions and Defining Problems, Developing and Using Models, Analyzing and Interpreting Data, Constructing Explanations and Designing Solutions, Engaging in Argument from Evidence

HS-P1.1:Ask questions that arise from careful observation of phenomena, or unexpected results, to clarify and/or seek additional information.

HS-P1.2:ask questions that arise from examining models or a theory, to clarify and/or seek additional information and relationships.

HS-P1.3:ask questions to determine relationships, including quantitative relationships, between independent and dependent variables

HS-P1.4:ask questions to clarify and refine a model, an explanation, or an engineering problem

HS-P2.3:Develop, revise, and/or use a model based on evidence to illustrate and/or predict the relationships between systems or between components of a system

HS-P2.6:Develop and/or use a model (including mathematical and computational) to generate data to support explanations, predict phenomena, analyze systems, and/or solve problems.

HS-P4.1:Analyze data using tools, technologies, and/or models (e.g., computational, mathematical) in order to make valid and reliable scientific claims or determine an optimal design solution.

HS-P4.3:Consider limitations of data analysis (e.g., measurement error, sample selection) when analyzing and interpreting data

HS-P4.6: Analyze data to identify design features or characteristics of the components of a proposed process or system to optimize it relative to criteria for success.

HS-P6.2:Construct and revise an explanation based on valid and reliable evidence obtained from a variety of sources (including students’ own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future.

HS-P6.3:Apply scientific ideas, principles, and/or evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects.

HS-P7.1:Compare and evaluate competing arguments or design solutions in light of currently accepted explanations, new evidence, limitations (e.g., trade-offs), constraints, and ethical issues

Jump to this Simulation/Interactive »