Name: climate change: ice melt and species shifts
Uploaded: 2019-01-29T11:04:46.000Z
Duration: 8 min 14 s
Channel: JoVE

K12 Standards

Pennsylvania State Academic Standards

9-12

Earth and Space Science

Human Sustainability

3.3.9-12.M

Climate Change

<ul><li><a href="#" data-time="0.0">Melting Land and Sea Ice
</a></li><li><a href="#" data-time="118">Greenhouse Gas Effects
</a></li><li><a href="#" data-time="231">Species Range Shifts
</a></li><li><a href="#" data-time="314">Data Analysis
</a></li><li><a href="#" data-time="415">Results
</a></li></ul>

climate change

<ol class="note-items"><li data-note-item="1" data-parent-collapse="">Melting Land and Sea Ice
<button class="expand">Expand</button><ul class="lab-items"><li data-sub-note-item="1-1"><div class="lab-step">NOTE: This activity is a simulation of land- and sea-ice melting and their effects on water levels.
</div></li><li data-sub-note-item="1-2"><div class="lab-step">First, label one graduated cylinder as 'Sea Ice' and the other graduated cylinder as 'Land Ice.' Hypotheses: the experimental hypothesis might be that the land ice melting will cause the water level to rise more than the melting sea ice. The null hypothesis would be that there will be no difference in the change in water level between the two containers.
</div></li><li data-sub-note-item="1-3"><div class="lab-step">Add 10 ice cubes to the sea ice graduated cylinder, and then fill it to the 300 mL mark with cold water from the faucet.
</div></li><li data-sub-note-item="1-4"><div class="lab-step">Record the initial water level in centimeters in Table 2.
</div></li><li data-sub-note-item="1-5"><div class="lab-step">Fill the land ice graduated cylinder to the 300 mL mark with cold water from the faucet.
</div></li><li data-sub-note-item="1-6"><div class="lab-step">Place the styrofoam piece on top of the water.
</div></li><li data-sub-note-item="1-7"><div class="lab-step">Add 10 ice cubes to the graduated cylinder and record the initial water level in Table 2.
</div></li><li data-sub-note-item="1-8"><div class="lab-step">Allow 30 minutes for the ice to melt.
</div></li><li data-sub-note-item="1-9"><div class="lab-step">Once the ice is melted, record the final water level in both the sea ice and land ice graduated cylinders in the table.
</div></li><li data-sub-note-item="1-10"><div class="lab-step">Now, calculate the change in water level in each graduated cylinder by subtracting the initial measurement from the final water level values. Change in water level = final water level - initial water level
</div></li><li data-sub-note-item="1-11"><div class="lab-step">Record this value in Table 2.
</div></li><li data-sub-note-item="1-12"><div class="lab-step">Submit the change in water level data for each container to the class instructor to be pooled with the rest of the class data in Table 4.
</div></li></ul></li><li data-note-item="2" data-parent-collapse="">Greenhouse Gas Effects
<button class="expand">Expand</button><ul class="lab-items"><li data-sub-note-item="2-1"><div class="lab-step">NOTE:  This activity is a intended to simulate the effect of greenhouse gases on the Earth, by investigating the different greenhouse properties of a covered container versus an open container. HYPOTHESES: The experimental hypothesis could be that the covered container will reach a higher temperature than the uncovered container. The null hypothesis may be that there will be no difference between the temperature in the covered versus uncovered container.
</div></li><li data-sub-note-item="2-2"><div class="lab-step">First, tape thermometers to the insides of both graduated cylinders, facing outward so that the numbers can be seen through the plastic. Make sure the thermometers are at the same level.
</div></li><li data-sub-note-item="2-3"><div class="lab-step">Label the first graduated cylinder 'Open,' and the second cylinder 'Closed.'
</div></li><li data-sub-note-item="2-4"><div class="lab-step">Place plastic wrap over the top of the closed cylinder and secure it firmly with tape or rubber bands. NOTE: Each student group should use the same method to secure the plastic wrap.
</div></li><li data-sub-note-item="2-5"><div class="lab-step">Record the initial temperatures of the cylinders in Table 3.
</div></li><li data-sub-note-item="2-6"><div class="lab-step">Set both graduated cylinders out in the sun or under a heat lamp for 30 minutes.
</div></li><li data-sub-note-item="2-7"><div class="lab-step">Once 30 minutes has passed, record the final temperatures of each container in Table 3.
</div></li><li data-sub-note-item="2-8"><div class="lab-step">Calculate the change in temperature by subtracting the initial temperature from the final temperature. Change in temperature = final temperature - initial temperature
</div></li><li data-sub-note-item="2-9"><div class="lab-step">Record the resulting value in Table 3.
</div></li><li data-sub-note-item="2-10"><div class="lab-step">Submit the change in temperature data for each container to the class instructor to be pooled with the rest of the class data in Table 5.
</div></li></ul></li><li data-note-item="3" data-parent-collapse="">Species Range Shifts
<button class="expand">Expand</button><ul class="lab-items"><li data-sub-note-item="3-1"><div class="lab-step">NOTE: In this activity, you will observe historic glaciation in North America and Pleistocene and modern-day species ranges for a rodent species. Then, you will develop hypotheses to explain any observed shifts in the species range. Hypotheses: The alternative hypothesis might be that the species range of your assigned rodent species will have expanded Northward between the Pleistocene and the modern-day maps. The null hypothesis would be that the species range will not change between the time periods.
</div></li><li data-sub-note-item="3-2"><div class="lab-step">To explore species range shifts, obtain a species assigned by the instructor with its Pleistocene distribution. NOTE: Pleistocene = 21,800 to 15,600 years ago.
</div></li><li data-sub-note-item="3-3"><div class="lab-step">Use the provided figure which depicts historic glaciation in North America to develop a hypothesis about how species may shift their ranges between the Pleistocene and modern-day climates.
</div></li><li data-sub-note-item="3-4"><div class="lab-step">Now, review your assigned species range distribution for the modern-day era and compare it to the Pleistocene distribution.
</div></li><li data-sub-note-item="3-5"><div class="lab-step">Record your general observations on species range shifts seen in any direction in Table 7 and record your hypotheses for these observations.
</div></li></ul></li><li data-note-item="4" data-parent-collapse="">Data Analysis
<button class="expand">Expand</button><ul class="lab-items"><li data-sub-note-item="4-1"><div class="lab-step">Collect a copy of the compiled class data for the average change in temperature and water level from the instructor, tallied in Table 4 and Table Five respectively.
</div></li><li data-sub-note-item="4-2"><div class="lab-step">For the land versus sea ice activity data, type the data range or highlight cells to insert the values into the parentheses of the average command (=AVERAGE(X:X)).
</div></li><li data-sub-note-item="4-3"><div class="lab-step">Now type or highlight the data range into the parentheses of the standard deviation command (=STDEV(X:X)).
</div></li><li data-sub-note-item="4-4"><div class="lab-step">Plot the mean and standard deviation for each treatment as a bar chart.
</div></li><li data-sub-note-item="4-5"><div class="lab-step">Then, calculate and plot the mean and standard deviation for each treatment from activity two in the same manner, and generate a bar chart.
</div></li><li data-sub-note-item="4-6"><div class="lab-step">Perform a t-Test on the sea and land ice data by first starting the analysis tool pack by clicking on &#8220;data&#8221;, and then &#8220;data analysis&#8221;.
</div></li><li data-sub-note-item="4-7"><div class="lab-step">Select &#8220;t-Test, paired two sample for means&#8221; from the drop-down menu, and click &#8220;OK&#8221;.
</div></li><li data-sub-note-item="4-8"><div class="lab-step">Click on the upward facing arrow next to variable one and select the data for the land ice by clicking on the first data point and dragging the cursor to the last data point in the column.
</div></li><li data-sub-note-item="4-9"><div class="lab-step">Then click the arrow next to variable two and select the data for the sea ice.
</div></li><li data-sub-note-item="4-10"><div class="lab-step">Select a place for the output and click &#8220;OK&#8221;.
</div></li><li data-sub-note-item="4-11"><div class="lab-step">Repeat these steps for the class data from the greenhouse gases activity.
</div></li><li data-sub-note-item="4-12"><div class="lab-step">Record the p-values and direction of any significance for both activities in the appropriate table.
</div></li><li data-sub-note-item="4-13"><div class="lab-step">For the species range activity, record whether the species appeared to undergo a range shift, which direction it was in, and why this may be.
</div></li></ul></li><li data-note-item="5" data-parent-collapse="">Results
<button class="expand">Expand</button><ul class="lab-items"><li data-sub-note-item="5-1"><div class="lab-step">To analyze your data, examine the data plot from the melting sea ice activity, and note whether land or sea ice melting resulted in a greater water level rise.
</div></li><li data-sub-note-item="5-2"><div class="lab-step">Next examine the results of greenhouse gas effects activity and note whether the data showed any differences in the temperature in the covered container, as compared to the open container. If you did notice difference, consider what the addition of the plastic wrap can be compared to, environmentally speaking.
</div></li><li data-sub-note-item="5-3"><div class="lab-step">Finally, in the species range activity, note whether your species underwent a Northward range shift and discuss this finding with your classmates. If your species did not undergo any noticeable range shift, or shifted in a direction other than Northwards, explain why you think this might be the case. NOTE: It is important to remember that these data sets are small representations and that historical data cannot truly be complete, but they do provide a cursory examination into how species ranges can change under a warming climate.
</div></li></ul></li></ol>

Melting Land and Sea Ice
ExpandNOTE: This activity is a simulation of land- and sea-ice melting and their effects on water levels.
First, label one ...

Education

JoVE Lab Manual

Biology

Ecology

Lab Manual Sub Articles

climate change: ice melt and species shifts

<p class="jove_content">Climate change can be explored through ice melt, greenhouse warming, and species range shifts. In this activity, students test how melting land ice and sea ice affect water level, how a closed container warms compared with an open one, and how rodent ranges changed from the Pleistocene to today.</p>

<p class="jove_content">For the ice melt simulation, one graduated cylinder is labeled Sea Ice and the other Land Ice. The sea-ice cylinder is filled to the 300 mL mark with cold water and 10 ice cubes. The land-ice cylinder is also filled to 300 mL, and a piece of styrofoam is placed on top of the water before adding 10 ice cubes. Students record the initial water level, wait 30 minutes for melting, and then record the final water level. They calculate the change in water level by subtracting the initial value from the final value and share the class data for comparison.</p>

<p class="jove_content">The greenhouse gas effects activity models how trapped heat can raise temperature. Thermometers are taped inside two graduated cylinders so the numbers can be read through the plastic. One cylinder is labeled Open and the other Closed, and plastic wrap is secured over the closed cylinder with tape or rubber bands. After both cylinders sit in the sun or under a heat lamp for 30 minutes, students record the final temperatures, calculate the change in temperature, and submit the class results.</p>

<p class="jove_content">The species range shift activity uses historic glaciation in North America and maps of a rodent species from the Pleistocene and the modern day. Pleistocene refers to 21,800 to 15,600 years ago. Students compare the assigned species' past and present ranges and use the glaciation map to form a hypothesis about range change. The expected pattern may be a northward shift, but students also record any other direction of movement or no obvious shift.</p>

<p class="jove_content">After the data are collected, students analyze the pooled class results in Excel. They calculate the mean and standard deviation for each treatment, make bar charts, and run paired t-tests for the sea and land ice data and for the greenhouse gas data. They record p-values, note whether changes are significant, and describe the direction of any effect. For the species range activity, they record whether the range shifted, which way it moved, and what may have caused the pattern. The results help show how warming climate conditions can affect water levels, temperature, and species distributions.</p>

Climate Change: Ice Melt and Species Shifts

climate-change-ice-melt-and-species-shifts

Climate change can be explored through ice melt, greenhouse warming, and species range shifts. In this activity, students test how melting land ice and sea ice affect water level, how a closed container warms compared with an open one, and how rodent ranges changed from the Pleistocene to today.<br /><br />For the ice melt simulation, one graduated cylinder is labeled Sea Ice and the other Land Ice. The sea-ice cylinder is filled to the 300 mL mark with cold water and 10 ice cubes. The land-ice cylinder...

Climate Lab Activity Setup

Climate change classroom activities use ice melt, greenhouse gases, and species range data to help students model key Earth system processes. Before class, print enough data recording tables for each group. If the class splits the work, divide the tables by activity. Students doing activity one need Table 2 and Table 4. Students doing activity two need Table 3 and Table 5.<br /><br />For the land and sea ice activity, set out two 500 mL graduated cylinders for each group. Also provide marking tape, a...

lab manual sub articles

Compare land ice and sea ice melting, test greenhouse gas warming in open and closed cylinders, and analyze rodent range shifts under climate change.

Climate Change: Ice Melt and Species Shifts | JoVE K12

Louisiana Student Standards for Science

High School

Environmental Science

HS-ESS3-6

Virginia  Standards of Learning

HIgh School

Earth Science

ES.10

ES.10.b

ES.10.c

ES.11

ES.11.c

ES.12

ES.12.e

Life Science

LS.8

LS.8.c

new-york-state-science-learning-standards

New York State Science Learning Standards

engineering-technology-and-applications-of-science

Engineering, Technology, and Applications of Science

Engineering Design

HS-ETS1-1.

Earth and Space Sciences

Weather and Climate

HS-ESS2-8.

HS-ESS3-1.

Georgia Standards of Excellence

Entomology

SEN5.

SEN5.a

SEC5.

SEC5.b

SB5.c

<p>Global climate change is a fervently discussed topic in the news, and scientists agree that the Earth&#39;s climate is changing. But before going into what causes climate change and how scientists study it, let&#39;s clarify a few terms. The word climate is often used interchangeably with weather, but there is a difference. </p>
<p>Weather describes the atmospheric conditions, such as temperature, in a region over a short period of time, like a day. Climate, however, records the same conditions for the same region but over an extended period, average annual temperature for example. Global climate refers to the same variable analyzed and compiled across the entire planet. If you look at the data for average global temperature since 1880, you will see that it has been on the rise, and this is what people refer to as global warming. </p>
<p>One major contributor to global warming is the greenhouse effect caused by greenhouse gases, such as carbon dioxide, water vapor, ozone, and methane. These gases got their collective name because they form a layer around the Earth that is similar to the glass shield of a greenhouse. Just like the greenhouse, this layer of gas allows the Sun&#39;s rays to penetrate and then tr</p>

climate change effects on sea level and species

<p class="jove_content">Climate change affects Earth’s average temperature, sea level, and living things. Scientists distinguish climate from weather by time scale. Weather describes short-term conditions in one place, such as temperature and precipitation. Climate describes those same conditions over long periods, and global climate is measured using data from across the entire Earth.</p>

<p class="jove_content">Researchers track climate change with help from meteorology, geography, oceanography, and computer models. Much of this work focuses on global average temperature, which is the average of temperatures recorded around the planet. A major part of climate change is global warming, which means an increase in global average atmospheric temperature. Scientists link that rise to greenhouse gases, which absorb infrared radiation and re-emit it as heat.</p>

<p class="jove_content">This heat-trapping process is called the greenhouse effect. The main greenhouse gases on Earth are water vapor, carbon dioxide, methane, and ozone. Carbon dioxide, or CO2, is especially important because human activities such as fossil-fuel burning are increasing its level. Over the past 800,000 years, CO2 varied naturally between about 180 and 270 parts per million, but it rose above 400 parts per million in 2016.</p>

<p class="jove_content">A major result of warming is sea level rise. As ice melts, the albedo effect changes. Albedo is the fraction of sunlight a surface reflects. Fresh white snow has a high albedo, while dirty or melting snow has a lower one. When snow and ice reflect less light, they absorb more heat and melt even faster. This positive feedback loop can speed up ice loss and raise sea level.</p>

<p class="jove_content">Large ice sheets hold enough frozen water to raise global sea level by almost 70 meters if they were fully lost. About 60 meters of that total is stored in Antarctic ice, and nearly 7 meters is stored in Greenland. Smaller glaciers and ice caps hold less water, but they have contributed more to sea level rise in recent decades because they respond faster to climate forcing. Rising sea levels threaten coastal communities, property, and ocean conditions. A 1-meter rise could flood a large part of Florida’s coastline and affect the homes of about 1.2 million people.</p>

<p class="jove_content">Climate change also shifts where species can live. A species’ range is the geographic area where it is found, and range shifts are changes in that range over time. Scientists study these shifts to see whether organisms can keep up with changes in temperature, precipitation, and other weather patterns. If habitats become unsuitable and species cannot move, extinction can follow. Slow-growing organisms such as plants and corals may have the hardest time adapting to rapid change.</p>

<p class="jove_content">Corals are especially vulnerable because they live in clear, shallow reefs and depend on light for their photosynthetic symbiotic algae. If they move deeper, they may not get enough light. Warming water can drive out zooxanthellae, the algae that live with corals, and this causes coral bleaching and death. Surveys on the Great Barrier Reef in 2016 found that up to 67% of corals had died in some regions because of bleaching.</p>

<p class="jove_content">Higher CO2 also changes the chemistry of the ocean. The oceans absorb about a quarter of atmospheric CO2 each year. When CO2 dissolves in seawater, it becomes carbonic acid, which makes the water more acidic and lowers the amount of carbonate ions. That can make it harder for bivalves, sea urchins, and corals to build and maintain calcium carbonate structures. Ocean warming and acidification together can harm aquatic ecosystems.</p>

<p class="jove_content">Scientists also connect climate change to the Holocene Extinction, often called the Sixth Extinction. Five major extinction events have happened in the past, and the extinction rate in the last century has been about 1000 times higher than expected background rates. Habitat loss and climate change both contribute to this problem. For that reason, climate science matters for both environmental planning and species protection.</p>

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Students who demonstrate understanding can use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity. [cite: 88] Clarification Statement: Examples of Earth systems to be considered are the hydrosphere, atmosphere, cryosphere, geosphere, and/or biosphere. [cite: 89] An example of the far-reaching impacts from a human activity is how an increase in atmospheric carbon dioxide results in an increase in photosynthetic biomass on land and an increase in ocean acidification, with resulting impacts on sea organism health and marine populations. [cite: 90] Assessment Boundary: Assessment does not include running computational representations but is limited to using the published results of scientific computational models. [cite: 91]

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Negative Externalities

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The Efficient Level of Pollution

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Biodiversity and Human Values

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Design Consideration

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Ecological Niches

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Habitat Fragmentation

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Students who demonstrate understanding can construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity. [cite: 167] Clarification Statement: Examples of key natural resources include access to fresh water (such as rivers, lakes, and groundwater), regions of fertile soils such as river deltas, and high concentrations of minerals and fossil fuels. [cite: 168] Examples of natural hazards can be from interior processes (such as volcanic eruptions and earthquakes), surface processes (such as tsunamis, mass wasting and soil erosion), and severe weather (such as hurricanes, floods, and droughts). [cite: 169] Examples of the results of changes in climate that can affect populations or drive mass migrations include changes to sea level, regional patterns of temperature and precipitation, and the types of crops and livestock that can be raised. [cite: 170] Assessment Boundary:

3.3.9-12.O

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Students who demonstrate understanding can evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios. [cite: 30] Clarification Statement: Emphasis is on the conservation, recycling, and reuse of resources (such as minerals and metals) where possible, and on minimizing impacts where it is not. [cite: 31] Examples include developing best practices for agricultural soil use, mining (for coal, tar sands, and oil shales), and pumping (for petroleum and natural gas). [cite: 32] Science knowledge indicates what can happen in natural systems-not what should happen. [cite: 33] Assessment Boundary: N/A [cite: 34]

3.3.9-12.P

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Students who demonstrate understanding can create a computational simulation to illustrate the relationships among management of natural resources, the sustainability of human populations, and biodiversity. [cite: 181] Clarification Statement: Examples of factors that affect the management of natural resources include costs of resource extraction and waste management, per-capita consumption, and the development of new technologies. [cite: 182] Examples of factors that affect human sustainability include agricultural efficiency, levels of conservation, and urban planning. [cite: 183] Assessment Boundary: Assessment for computational simulations is limited to using provided multi-parameter programs or constructing simplified spreadsheet calculations.. [cite: 184]

3.3.9-12.Q

Students who demonstrate understanding can evaluate or refine a technological solution that reduces impacts of human activities on natural systems. [cite: 75] Clarification Statement: Examples of data on the impacts of human activities could include the quantities and types of pollutants released, changes to biomass and species diversity, or areal changes in land surface use (such as for urban development, agriculture and livestock, or surface mining). [cite: 76] Examples for limiting future impacts could range from local efforts (such as reducing, reusing, and recycling resources) to large-scale geoengineering design solutions (such as altering global temperatures by making large changes to the atmosphere or ocean). [cite: 77] Assessment Boundary:

3.3.9-12.R

Climate Change: Ice Melt and Species Shifts

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