Hands-on Greenhouse Gas Molecule Models
https://www.youtube.com/watch?v=OurnlNxBGX8
https://www.youtube.com/watch?v=OurnlNxBGX8
Climate Science Demonstrations
Video length is 3:40 mins
Learn more about Teaching Climate Literacy and Energy Awareness»
See how this Video supports the Next Generation Science Standards»
Grade Level
Online Readiness
Topics
Climate Literacy
This Video builds on the following concepts of Climate Literacy.
Click a topic below for supporting information, teaching ideas, and sample activities.
Energy Literacy
This Video builds on the following concepts of Energy Literacy.
Click a topic below for supporting information, teaching ideas, and sample activities.
Notes From Our Reviewers
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Teaching Tips | Science | Pedagogy |
Technical Details
Teaching Tips
- Teachers will need to frame the use of this resource within their own lessons on how greenhouse gases work.
- Instructors may consider creating their own tennis ball models for use in the classroom to amplify the video's lesson.
- Students should have background knowledge about molecules and light wavelengths.
About the Content
- Narrator shows through these demonstrations that some molecules vibrate more than others.
- Oxygen and Nitrogen are rigid molecules while carbon dioxide molecules are less rigid which allows them to trap heat (greenhouse gas) or absorb more energy.
- Students also learn about different wavelengths of energy.
- Comments from expert scientist: This resource accurately reflects the molecules' movements and behaviors with each other and explains that vibrating CO2 molecules can trap radiated heat and absorb wavelengths, trapping heat radiated by the earth. This resource should not be used as a stand alone resource. A discussion about shortwave vs. longwave radiation should also be included, as well as more details on resonance.
About the Pedagogy
- No lesson guide or structure is included. Teachers will need to incorporate this resource into their own related lessons on greenhouse gases and Earth's energy balance.
- Teacher could also provide materials to allow students to perform their own demonstrations - same as in video.
- Note that the video uses the term "model," but when using NGSS thinking and strategies, "model" refers to a dynamic thing such as a computer model or a hand-drawn model that shows energy inputs of a system, for example. Using tennis balls to demonstrate molecules is showing a representation more than a model. However, the dynamic quality of the ball and stick models do demonstrate energy transfer.
