Name: Climate Change: Ice Melt, Greenhouse Gas, and Species Range Activities - Concept
Uploaded: 2019-01-29T11:04:46.000Z
Duration: 4 min 34 s
Channel: JoVE

K12 Standards

north-carolina-k-12-science-standard-course-of-study

North Carolina K-12 Science Standard Course of Study

9-12

Earth and Environmental Science

Earth and Human Activity

ESS.EES.5.1

Climate Change

lab manual sub articles

Lab Manual Sub Articles

<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 traps them, letting only a portion of the reflected rays escape back into the atmosphere and leading to a rise in temperature near the Earth&#39;s surface. Some cover of greenhouse gases is essential to ensure that the Earth&#39;s temperature stays habitable, but human activity, such as fossil fuel burning, have led to the concentration of some of these gases like CO2, which has risen above optimal levels, fueling global warming. </p>
<p>One major impact of this climate warming is the melting of glacial ice, which in turn results in sea level rise. This melting is exacerbated due to a phenomenon called the albedo effect. Albedo, derived from the Latin word, &#8220;albus&#8221;, meaning &#8220;white&#8221;, refers to the ratio of proportion of reflected to total solar radiation. This value will be close to one for fresh, white snow because it reflects most of the radiation. Bare soil, in contrast, has an albedo of only around 0.2, and open ocean only 0.1, and so these reflect significantly less - and so, as the climate warms, the snow melts, resulting in lower albedo, meaning that the Earth reflects less and retains more of the radiation as heat. This, in turn, causes the snow to melt more, creating a positive feedback loop and rising sea levels. </p>
<p>Another impact of climate change can be seen in species distribution. Species are found across a geographical area known as their range. As the climate warms, the resulting environmental changes, like melting ice caps, can cause a shift or decline in the habitable range of some of the species. Scientists have been studying these range shifts for different organisms in response to a variety of environmental variables. Using these data, they can model future changes in climate patterns and predict the likely fate of a species. </p>
<p>In this lab, you will assess greenhouse effects on an artificial microclimate, compare melting ice in different conditions, and study historical species&#39; range shifts following environmental change.</p>

climate change

<p>The certainty of climate change remains a public controversy despite the consensus among approximately 97% of active climate researchers, who not only agree that the Earth&#8217;s climate is changing but also state that this change is intensified by human activity, predominantly carbon emissions <sup>1</sup>. The disconnect between the public and the experts is partly due to poor understanding of the mechanisms involved in climate change as well as the differences among essential concepts such as weather and climate.</p>
<h4>Climate versus Weather</h4>
<p>Localized atmospheric conditions in a region over a short period of time, such as temperature and precipitation, are described as the weather. Climate involves these same conditions, however when measured over extended periods of time. Therefore, when scientists talk about the global climate, they refer to the statistical measures of climate data collected across the entire Earth. One prominent global climate measure is the global average temperature, which is the average of the temperatures recorded across the planet.</p>
<h4>Monitoring Climate Change</h4>
<p>Scientists study changes to the global climate over time and much of the research in climate change is based on the physical sciences, such as meteorology, geography, and oceanography. Further, computer scientists model the predicted effects of events such as polar ice melting causing sea level rise and increasing temperatures. These studies are imperative for biological research because climate change affects a myriad of species that have varied abilities to tolerate different climates.</p>
<p>A major component of climate change is global warming, defined as an increase in global average temperature of the atmosphere. Climate researchers recognize that increases in greenhouse gases raise global average temperatures. This is because greenhouse gases absorb infrared radiation transmitted from the sun and re-emit it as heat into the atmosphere. Subsequently, this heat is distributed throughout the different layers of the atmosphere and Earth&#8217;s surface. While heat radiates in all directions from greenhouse gas molecules, the surface of the Earth absorbs some of the heat that had radiated downward, which leads to increased surface temperatures and trapping of the heat energy in the lower atmosphere. This trapping of heat at the Earth&#8217;s surface due to the atmosphere is called the greenhouse effect.</p>
<p>Four major gases contribute to the greenhouse effect on Earth: water vapor, CO<sub>2</sub>, methane, and ozone. However, a particularly important greenhouse gas that plays a significant role in global warming and climate change is carbon dioxide (CO<sub>2</sub>). While CO<sub>2</sub> has always been found in the Earth&#8217;s atmosphere, human-related activities such as fossil-fuel burning are increasing its abundance significantly. In the past 800,000 years, CO<sub>2</sub> levels fluctuated without human-intervention between 180 parts per million (ppm) to 270 ppm in the atmosphere. In 2016 the concentration rose above 400ppm, which is staggeringly high considering historical fluctuations <sup>2</sup>.</p>
<h4>Predicting the Future</h4>
<p>A prominent consequence of climate change is the sea level rise. As the climate warms, glacial ice melts due to a phenomenon known as the albedo effect. Albedo is a measure of reflected solar radiation as a proportion of total solar radiation received and ranges from 0 to 1. Albedo value depends on snow quality; dirtier or melted slow has a low albedo, whereas fresh and white snow has a high albedo. Antarctic snow generally has an albedo of around 0.8. As the temperature warms and the snow begins to melt, the albedo value gets lower, which means the snow reflects less of the radiation as heat and melts more, resulting in a positive feedback loop. Positive feedback loops occur when a perturbation to a system increases the magnitude of the response to the perturbation. So, the more the snow/ice melts due to warmer temperatures, the more it will melt due to its weakened ability to reflect solar radiation and the more heat is absorbs, causing it to melt further. This melting of ice causes the sea levels to increase. At present, the large ice sheets contain mass equivalent to almost 70 meter (m) of global sea-level rise, of which approximately 60 m mass equivalent is stored in Antarctic ice and nearly 7 m in Greenland <sup>3</sup>. Smaller bodies of ice, such as glaciers and ice caps contain much less water, however, melting of these ice reservoirs dominated over larger ice sheets in the last decades because they respond quicker to a given climate forcing due to their smaller size <sup>3</sup>.</p>
<p>Sea level rise is a critical threat to human wellbeing due to its potential in destroying properties near the coast, affecting coastal communities, and mediating ocean temperatures. The economic costs of sea level rise are vast; if the ocean level rises by just 1 meter, a sizable portion of Florida&#8217;s coastline would be under water, affecting 1.2 million people&#8217;s homes <sup>4</sup>. Currently the Greenland ice sheet is thinning and if it were to be eliminated the sea levels would rise an estimated 5-7 meters, affecting millions more <sup>3</sup>.</p>
<p>As the climate changes, it becomes important to track species distributions to see if these are also changing. Species are found across a geographical area known as their range. Scientists study the changes in the historical ranges of organisms, known as range shifts, in relation to a variety of environmental variables to predict whether species will be able to keep up with changes in temperature, precipitation and other weather patterns. Studying range shifts is important because if species cannot move to new areas and their current habitats become unsuitable, they will go extinct. For slow-growing organisms like plants and corals, it is nearly impossible to adapt to a quickly changing climate. Corals naturally inhabit clear, shallow reefs, and if they move deeper they will not be able to get the light they need for their photosynthetic symbiotic algae. As the water warms, symbiotic algae called zooxanthellae leave the corals which causes the corals to bleach and die. Surveys on the Australian Great Barrier Reef in 2016 show that up to 67% of corals have died in specific regions due to bleaching <sup>5</sup>.</p>
<p>Human-induced carbon emissions contribute significantly to the levels of CO<sub>2</sub> in the atmosphere, which in turn increases global temperature. In addition to this rise in global temperature, ocean acidification is also a direct result of increased CO<sub>2</sub>. The oceans absorb about a quarter of the CO<sub>2</sub> in the atmosphere each year. When CO<sub>2</sub> is absorbed by seawater, it is converted to carbonic acid (H<sub>2</sub>CO<sub>3</sub>), which in turn causes the seawater to become more acidic and reduce the availability of carbonate ions. Decreases in carbonate ions can hinder building and maintaining calcium carbonate structures of bivalves, sea urchins, and corals <sup>6</sup>. Together with the rise of ocean temperatures, the acidification of the oceans can be detrimental for the aquatic ecosystems. <sup>6</sup></p>
<p>It is imperative to mediate the effects of climate change. Many scientists have begun researching what is currently called the Holocene Extinction, commonly known as the &#8220;Sixth Extinction&#8221; <sup>7</sup>. There have been five major extinction events in the past, however, the rate of extinction in the past century has been 1000 times greater than expected &#8220;background extinction rates&#8221;. Habitat loss and climate change both play large roles in species extinction, making it important to maintain consideration of the environment in management decisions <sup>7</sup>.</p>
<h4>References</h4>
<ol class="references">
	<li><strong>William R. L. Anderegg, James W. Prall, Jacob Harold, and Stephen H. Schneider.</strong> Expert credibility in climate change. <em>PNAS. </em>2010, Vol. 107, 27 (12107-9).</li>
	<li><strong>Richard A. Betts, Chris D. Jones, Jeff R. Knight, Ralph F. Keeling &#38; John J. Kennedy.</strong> El Ni&#241;o and a record CO2 rise. <em>Nature Climate Change. </em>2016, Vol. 6, (806-10).</li>
	<li><strong>Milne, Glenn.</strong> How the climate drives sea-level changes. <em>Astronomy &#38; Geophysics. </em>2008, Vol. 49, 2 (2.24&#8211;2.28).</li>
	<li><strong>Williams, S. Jeffress.</strong> Sea-Level Rise Implications for Coastal Regions. <em>Journal of Coastal Research. </em>63 (184-96).</li>
	<li><strong>Terry P Hughes, James T Kerry, Mariana &#193;lvarez-Noriega, Jorge G &#193;lvarez-Romero, Kristen D Anderson, Andrew H Baird, Russell C Babcock, Maria Beger, David R Bellwood, Ray Berkelmans, Tom C Bridge, Ian R Butler, Maria Byrne, Neal E Cantin, Steeve Comeau, Se.</strong> Global warming and recurrent mass bleaching of corals. <em>Nature. </em>2017, Vol. 543, 7645 (373).</li>
	<li><strong>F. Prada, E. Caroselli, S. Mengoli, L. Brizi, P. Fantazzini, B. Capaccioni, L. Pasquini, K. E. Fabricius, Z. Dubinsky, G. Falini &#38; S. Goffredo.</strong> Ocean warming and acidification synergistically increase coral mortality. <em>Nature. </em>2017, 40842.</li>
	<li><strong>Vredenburg, David B. Wake and Vance T.</strong> Are we in the midst of the sixth mass extinction? A view from the world of amphibians. <em>PNAS. </em>2008, 1091-6490.</li>
</ol>

Climate Change: Ice Melt, Greenhouse Gas, and Species Range Activities - Concept

The certainty of climate change remains a public controversy despite the consensus among approximately 97% of active climate researchers, who not only ...

Education

JoVE Lab Manual

Biology

Ecology

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Drosophila as a Model Organism
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The Food Chain
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Explore how climate change raises global temperature, melts ice, drives sea level rise, and affects corals, ocean chemistry, and species range shifts.

Climate Change Effects on Sea Level and Species | JoVE K12

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ESS.EES.6.2

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Earth's Systems

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ESS.EES.3.4

ESS.EES.3.5

ESS.EES.4.3

Pennsylvania State Academic Standards

Earth and Space Science

3.3.9-12.H

History of Earth

3.3.9-12.J

Human Sustainability

3.3.9-12.M

3.3.9-12.O

3.3.9-12.Q

3.3.9-12.R

Weather and Climate

3.3.9-12.E

3.3.9-12.S

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High School

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IPC.8

IPC.8.D

Louisiana Student Standards for Science

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HS-ESS2-4

HS-ESS2-6

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Prepare high school climate change labs with the right tables, ice melt materials, greenhouse gas tools, and species range figures for class activities.

Climate Lab Activity Setup | JoVE K12

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

<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>

<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>

Climate Change: Ice Melt, Greenhouse Gas, and Species Range Activities - Procedure

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 ...

<p>In this activity, you will simulate land ice melting and sea ice melting and make observations about the change in water level under both conditions. One half of the class will perform the melting sea ice activity. First, label one graduated cylinder as Sea Ice"and the other graduated cylinder as Land Ice.</p><p>In this activity, 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. Add 10 ice cubes to the sea ice graduated cylinder, and then fill it to the 300 milliliter mark with cold water from the faucet.</p><p>Record the initial water level in centimeters in table two. Fill the land ice graduated cylinder to the 300 milliliter mark with cold water from the faucet. Place the styrofoam piece on top of the water.</p><p>Add 10 ice cubes to the graduated cylinder and record the initial water level in table two. Allow 30 minutes for the ice to melt. Once the ice is melted, record the final water level in both the sea ice and land ice graduated cylinders in the data table.</p><p>Now, calculate the change in water level in each graduated cylinder by subtracting the initial measurement from the final water level values. Record this value in the table. 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 four.</p><p>In this activity, you will subject a covered container and an open container to warm conditions and make observations about the change in temperature in each container. In the greenhouse gas effects activity, 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.</p><p>One half of the class will complete activity two while the other half completes activity one. To investigate greenhouse gas effects, 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.</p><p>Label the first graduated cylinder Open, and the second cylinder Closed. Put plastic wrap over the top of the closed cylinder. Secure it firmly with tape or rubber bands.</p><p>Each student group should use the same method to secure the plastic wrap. Record the initial temperatures of the cylinders in table three. Set both graduated cylinders out in the sun or under a heat lamp.</p><p>Make a note of the current time and allow the containers to sit for 30 minutes. Once 30 minutes has passed, record the final temperatures of each container in table three. Calculate the change in temperature by subtracting the initial temperature from the final temperature.</p><p>Record the resulting value in the table. 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 five. In this activity, you will observe historic glaciation in North America and Pleistocene and modern day species ranges for a rodent species.</p><p>Then, you will develop hypotheses to explain any observed shifts in the species range. In this exercise, 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.</p><p>To explore species range shifts, obtain a species assigned by the instructor with its Pleistocene distribution. 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. Now, review your assigned species range distribution for the modern day era and compare it to the Pleistocene distribution.</p><p>Record your general observations on species range shifts seen in any direction in table seven and record your hypotheses for these observations. To perform the data analysis, the instructor should compile the average change in temperature and water level data from both halves of the class into table four and table five respectively to distribute to the students. Type the data range into the parentheses of the average command.</p><p>Next type the data range into the parentheses of the standard deviation command. Plot the mean and standard deviation for each treatment from activity one on graph one. Then plot the mean and standard deviation for each treatment from activity two on graph two.</p><p>Perform a t-Test by first starting the analysis tool pack by clicking on data, and then data analysis. Select t-Test, paired two sample for means from the drop down menu, and click OK.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. Then click the arrow next to variable two and select the data for the sea ice.</p><p>Select a place for the output and click OK.Repeat these steps for the class data from activity two. Record the p-values and direction of any significance for activities one and two in the appropriate table. For activity three, record whether the species appeared to undergo a range shift, which direction it was in, and why this may be.</p><p>To analyze your data, first plot the data from the melting sea ice activity. Did the land ice melting result in a greater water level rise than sea ice? Why do you think this might be the case?</p><p>Next, plot the results of greenhouse gas effects activity. Did the data show any differences in the temperature in the covered container, as compared to the open container? If you did notice differences, what do you think the addition of the plastic wrap can be compared to, environmentally speaking?</p><p>Finally, in the species range activity, did you find that your species underwent a Northward range shift? Did any of your classmates find anything different? If your species did not undergo any noticeable range shift, or shifted in a direction other than Northwards, what do you think this says about their ecological niche or lifestyle?</p><p>It is important to remember that these data sets are small representations and that historical data can not truly be complete. But they do provide a cursory examination into how species ranges can change under a warming climate.</p>

<ul><li><a href="#" data-time="0.0">Preparation for the Ice Melt, Greenhouse Gas, and Species Range Activities
</a></li></ul>

<ol class="note-items"><li data-note-item="1" data-parent-collapse="">Preparation for the Ice Melt, Greenhouse Gas, and Species Range Activities
<button class="expand">Expand</button><ul class="lab-items"><li data-sub-note-item="1-1"><div class="lab-step">To prepare for the exercise, first print enough data recording tables for students in each group. NOTE: Activities one and two can be done simultaneously, each by half of the class broken up into groups of two to four students, or by all students if desired.
</div></li><li data-sub-note-item="1-2"><div class="lab-step">If the class will split the activity, separate the data tables accordingly.
</div></li><li data-sub-note-item="1-3"><div class="lab-step">Students performing activity one will need copies of Table 2 and Table 4. <a href="https://www.jove.com/CDNSource/lm/labs/32/Tables_Climate_change.zip" style="display:block;margin:20px;" target="_blank">Click Here to download Tables</a>
</div></li><li data-sub-note-item="1-4"><div class="lab-step">Students performing activity two will need copies of Table 3 and Table 5.
</div></li><li data-sub-note-item="1-5"><div class="lab-step">For each group doing the land and sea ice activity, set out two 500 mL graduated cylinders, marking tape, a permanent marker, a ruler, and 20 ice cubes.
</div></li><li data-sub-note-item="1-6"><div class="lab-step">Cut out a two-inch diameter piece of styrofoam. 
</div></li><li data-sub-note-item="1-7"><div class="lab-step">Use a hole punch or scissors to cut a small hole out of the middle for draining, and then place the styrofoam with the rest of the materials for the land and sea ice activity.
</div></li><li data-sub-note-item="1-8"><div class="lab-step">For each group doing the greenhouse gases activity, arrange two 500 mL graduated cylinders, plastic wrap, tape or rubber bands, marking tape, a permanent marker, and two thermometers.
</div></li><li data-sub-note-item="1-9"><div class="lab-step">Print figures 3-11, and the historic glaciation figure so that students can draw out ranges to visualize species range expansion. <a href="https://www.jove.com/CDNSource/lm/labs/32/Figures_ClimateChange.zip" style="display:block;margin:20px;" target="_blank">Click Here to download Figures</a>
</div></li><li data-sub-note-item="1-10"><div class="lab-step">The nine potential species ranges that we explore are tabulated in Table 1, and the species list can be edited to fit the class size at <a href="http://www.neotomadb.org" target="_blank">www.neotomadb.org</a>.
</div></li></ul></li></ol>

<div class="section-question"><h4 class="question-sect">What are the differences among weather, climate, and global climate?</h4><p>Weather is defined as short-term atmospheric conditions, such as temperature or precipitation, in a region. Climate is exactly the same conditions, but over extended periods. Global climate refers to the same variables that are analyzed and complied across the entire planet, such as the global average temperature.
</p></div><div class="section-question"><h4 class="question-sect">What is the greenhouse effect?</h4><p>Greenhouse effect is trapping of heat on earth&#8217;s surface and the lower atmosphere by certain atmospheric gases.
</p></div><div class="section-question"><h4 class="question-sect">What are some of the greenhouse gases?</h4><p>Carbon dioxide, water vapor, ozone, and methane are some of the important greenhouse gases. Carbon dioxide levels increase significantly due to human activity.
</p></div><div class="section-question"><h4 class="question-sect">What are some consequences of global warming?</h4><p>One consequence is rising sea levels due to &#8220;albedo effect&#8221;.  Also, oceans become more acidic by absorbing carbon dioxide. Moreover, species that cannot move to more favorable habitats and cannot adapt to the global warming-induced changes in their environments face extinction.
</p></div><div class="section-question"><h4 class="question-sect">How can we study a species' fate?</h4><p>We can study the range shifts of species in relation to a variety of environmental conditions. We can also model future changes by looking at fossil records from historical environmental and climate events and other times.
</p></div>

Climate Change: Ice Melt, Greenhouse Gas, and Species Range Activities - Prep

Preparation for the Ice Melt, Greenhouse Gas, and Species Range Activities
ExpandTo prepare for the exercise, first print enough data recording tables for ...

<p>To prepare for the exercise, first print enough data recording tables for students in each group. Activities one and two will be done simultaneously, each by half of the class broken up into groups of two to four students, so separate the data tables accordingly. Students performing activity one will need copies of table two and table four.</p><p>Students performing activity two will need copies of table three and table five. For each group doing activity one, arrange two 500 milliliter graduated cylinders, marking tape, a permanent marker, a ruler, and 20 ice cubes. Cut out a two inch diameter piece of styrofoam.</p><p>Then use a hole punch or scissors to cut a small hole out of the middle for draining. For each group doing activity two, arrange two 500 milliliter graduated cylinders, plastic wrap, tape or rubber bands, marking tape, a permanent marker, and two thermometers. Activity three will be performed by the entire class, and it is helpful to print figures three through 11 so that students can draw out ranges to visualize species range expansion.</p><p>The nine potential species ranges that we explore are tabulated in table one, and the species list can be edited to fit the class size using the website listed here. Please take time to review the material list and the student protocol video to be fully prepped for the lab.</p>

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