Pre-lab Homework Lab 10: Global Warming Prior to lab, answer the following questions to help you become prepared for the lab.

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1 Lab Section: Name: Pre-lab Homework Prior to lab, answer the following questions to help you become prepared for the lab. 1. You will be calculating your carbon footprint as part of lab (an estimate of the greenhouse gas emissions you are responsible for). In order to do this most accurately, you will need to come to class with some information that you will collect here: a) How is your house/apartment heated? (circle one) NATURAL GAS OIL ELECTRIC OTHER b) How do you commute? Bike Bus Walk Car Other c) How many miles do you commute each week, on average? d) What kind of car do you drive? e) How many miles per gallon does your car get? If you are unsure, you can go to Note: A city bus gets ~4 miles per gallon (mpg); a hybrid bus gets 20% better mileage at ~5 mpg. In energy equivalence, light-rail (MAX) gets ~10 mpg, walking is ~ 300mpg and biking ~1000mpg. f) Using notes above, calculate the amount of fuel you use per week. ( miles commuted per week) ( mpg) (number of passengers ) = gallons of gasoline (or it s equivalence) per week. Multiply that by population of the Metro area 2,159,720. gallons. Does this seem like a lot of gas? g) To help you be more aware of the amount of fuel you burn, determine your average monthly bill for: (try to find out even if you are not the one paying) Natural gas: Electricity: (note: ~60% of Portland s electricity comes from burning fossil fuels) Heating oil: 2. Read your textbook, concentrating on the section on Greenhouse Gasses/Global Change. What is/are the possible affect(s) of global warming on: Rain patterns Agriculture Sea levels 3. Do you believe in global warming? Note: If you want to get a jump on this lab, complete the tables in exercise 3 before coming to lab. 1

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3 Name: Date/Lab time: LAB SYNOPSIS: We will be answering questions while watching a Cosmos episode on Global Warming. Using online sources, you will determine your carbon footprint. OBJECTIVES: After successfully completing this lab, a student will be able to: Explain the mechanisms that are leading to global warming. Describe the impact of global warming on global biomes. Discuss their greenhouse gas emissions. Estimate the impact of lifestyle choices on greenhouse gas emissions. Introduction: We have studied biology at many different levels this term, from individual atoms and molecules that make up the cells of your body to the interactions between populations of organisms in ecosystems. For this last lab we will examine global warming, a problem that has a global scale but also very important local and individual impacts. Exercise 1: Cosmos Episode 12. "The World Set Free" Video: Cosmos Episode 12. "The World Set Free" Runtime 50 min. Degrasse discusses our nearest neighboring planet Venus and its climate, the climate change on Earth and if it is caused by humans. While you watch this movie, use the following questions to help you keep track of the information. You may find it useful to read through the questions prior to watching the movie. 1. Why is Venus so hot? 2. What happened to carbon on Earth vs. carbon on Venus? 3. On earth, what harvested Carbon dioxide (CO2) and built up limestone? 4. Why are forests important on earth? How do forests compare in the Northern Hemisphere vs. the Southern Hemisphere? 3

4 5.a. What do climate scientists use to measure Earth's atmosphere back over the last 800,000 years? b. When did CO2 begin to rise? 6.a. How many tons of CO2 do volcanos release each year into our atmosphere? b. And what percent of the 30 billion tons that our civilization crank out is from volcanos? 7. Do you think it would make a difference if humans could see the CO2 that we produce? 8. What year was it calculated that doubling the amount of CO2 in our atmosphere could melt artic ice? 9. Scientists are lousy at predicting the weather. What is the difference between weather and climate? i.e. Why is climate relatively predictable (compared to weather)? 10. Less ice exposes more open-ocean which speeds up even more warming. This is called a loop. 11. At what rate is erosion now eating away the shoreline of Alaska at the Arctic Ocean? 12. What is the effect of the melting of permafrost in Arctic regions? 13. Could global warming be due to the Sun alone? Why or why not? 4

5 14. What happened to early attempts to convert to solar energy? What turned out to be cheaper then solar and even cheaper then coal? 15. What percent of offshore wind power would be needed to run our civilization? 16. What was an extension of the arms race between the Soviet Union and the US? 17. What did we see on our way to the moon? What was the unexpected gift of Apollo? 18. On Venus, the runaway greenhouse effect was unstoppable. If there are no scientific or technological obstacles to protecting our world and life, how could we prevent a similar runaway greenhouse effect on our planet? POST-MOVIE QUESTIONS Meet with your group and fill in any gaps in your lab manual then answer the following. 1. A. What do climate change deniers use to argue climate change is NOT human-induced? B. Did the video address these arguments using science-based evidence? 2. Many of our current environmental laws regulating smelly smog and unsightly pollution were passed in the 1960 s and 70 s. Why is it so much harder to convince people of the need to regulate carbon dioxide and methane? 3. Science supports global warming, and its accompanying and potential effects on climate. Is this only a scientific issue? Is a scientific argument enough to convince people to take action? 5

6 4. Unlike most of the topics biology 101 covers (cell biology, photosynthesis, etc.) environmental issues have social consequences. Describe some of the emotions you felt during the film. Which aspects of the video had the greatest impact on you and why? The ability to critically evaluate claims made by reporters, politicians, insurance sellers, scientists etc. is an important skill you ll be able to use throughout your life. Recall scientific opinions are based on testing. 5. What topics presented in the film could be explored further? What did you learn in class that might help you to continue learning about these environmental issues? 6. Who should see this film and why do you think they should watch it? 7. The United States has contributed, and continues to contribute, more greenhouse gases than any other country (both per person and total emissions). What role then do you think the U.S. should take in combating global warming? Supplemental: Since this video s original airing in 2014 Over 250,000,000 more babies have been born. As of June Oil prices have come down. The trend towards renewable sources of energy has fallen. Why? Global emissions of CO 2 climbed 3% from 2014 levels, putting the total emitted this year at 40 billion tons. The first time it stays above 400 PPM. See figure. The author of this lab manual notes that President Donald Trump has made some interesting statements about climate change and has made some interesting appointments to agencies dealing with scientific topics. And has announced that the US should withdraw from the Paris Climate Accord 8. How do you feel about the progress being made to combat the affect of greenhouse gasses on global warming? 6

7 Exercise 2: Your Carbon Footprint Greenhouse gasses are generated by many of the activities we do every day (even breathing!). The major sources of emissions though, are from our power use, transportation and from in home use (heating, lighting and other electrical consumption). Carbon footprint calculators use some basic assumptions to help you get a sense of the amount of carbon dioxide (or its equivalent in other greenhouse gasses) for which you are responsible. A: Your Carbon Footprint Visit the calculator at: and input the information requested. Use the feedback to answer the following questions. Note: you can do the Regular Analysis or the Advanced Audit. 1. Click the Travel tab. How many tons of CO2 do you generate from transportation? 2. Click the Housing tab. Which category (natural gas/electricity/etc.) is the largest contributor for you? How does that compare to the Average household? Does this surprise you? 3. Click on the Take Action tab. How many total tons of CO2 do you generate as calculated? Note: 1 ton = 2,200 lbs Is this higher or lower than the average household? Does this surprise you? B: Reducing Your Carbon Footprint Click on the Take Action tab. This part of the calculator allows you to see how changes you might make in your daily life change your carbon emissions. Look over that part of the calculator and then answer the following questions. 7

8 1. To the right of Assumptions, click Transportation. What affect would getting a more efficient car have on your emissions? Even if you don t have a car, try to see the effect of a hybrid vs. an electric vehicle would have on your total footprint. Which has the most effect on lowering your emissions? Play with the calculator. Compare Tons Saved, Dollars Saved vs. Upfront Cost. If you click the Pledge it lowers your emissions. And clicking an item it gives more detail. 2. Which of these pledges do you already do? And how much does it lower your emission? 3. Which of these pledges seems like the best option to lower your emissions but not cost too much? 4. Go to Hover your mouse over the different countries of the world to see per capita carbon emissions. Why do you think that your carbon footprint (or the average American s footprint) is so large compared to most of the rest of the world (especially places such as Africa, South America, and Asia)? Think about what daily life might be like for these people. Is the footprint low due to less use and consumption or is it due to increased recycling? On the next page, you will be comparing different online methods to explore your impact on our planet. The first one looks at your ecological footprint. Go to Ecological Footprint The impact of a person or community on their environment, expressed as the amount of land required to sustain their use of natural resources. 1. Use the figure to the right: What is an ecological footprint? How does it compare to carbon footprints? 2. Click on the explore scenarios under the Can you reduce your Ecological Footprint. How can you reduce your ecological footprint? 3. Use the figure to the right: How does the USA ecological footprint compare to other countries? Source: Global Footprint Network Ecological Footprint Atlas

9 C: Comparing Footprint Calculators Not all carbon footprint calculators are created equal! If time permits (check with your instructor), visit the websites listed in the table below, and identify the pros and cons of each calculator. To help you with this, think about what components one calculator has that another may not, as well as the specificity of each calculator. Pros Cons Pros Cons Pros Cons Pros Cons Pros Cons 9

10 Exercise 3: The Anthropocentric Theory of Global Warming A fundamental goal of science courses is to help students become more informed citizens. Recall; theories explain facts. Global warming is a fact, it can, and has been, repeatable measured (both directly and indirectly via a number of ways). Many hypotheses have been purposed and tested to explain this warming. The science shows this warming is due to increases in greenhouse gasses. Global Warming research shows a clear connection between increases in greenhouse gasses and various human activities. Whether to accept the results of climate science is a personal choice, as is the choice to do anything to minimize your own behavior associated with climate change. If you chose to have an affect, what are some things you might do/not do? Create a personal action plan by filling in the table below. Add at least 10 things that you would personally do to help reduce your contribution to global climate change. Your group can help you come up with ideas. When you leave class, try to incorporate some of these ideas into your daily life. For example your instructor might: Start doing [use the recycling container]. Do differently [grade electronic copies instead of paper]. Stop doing [leaving the overhead projector over night] Start Doing Do Differently Stop Doing At Home At Work At School In the Community Transportation Educating Others The goal is not to feel guilty, but to help you become more aware of your/our effect on the environment. 10