P R O J E CT G U T C
CL I M AT E C H AN G E U NI T
Climate Change in a Bottle
Experiment adapted from the Teaching Channel Series, “Climate Change in a Bottle”.
https://www.teachingchannel.org/videos/climate-change-lesson-1
Background
Our atmosphere works like a greenhouse, keeping our planet warm by keeping
heat from escaping into the atmosphere. This heat is generated from the sun’s
energy; 30% of that energy bounces back into space but 70% is absorbed and
converted into heat. This heat is also known as infra-red radiation. Some of the
gases that make up our atmosphere can intercept the heat and trap it, which is
how our planet gets warmer. This is called the greenhouse effect and it’s
necessary for life on our planet. However, by pumping more of these gases into
the atmosphere, like Carbon Dioxide, the planet starts warming up and the
climate changes. This global warming could cause coastal flooding, increased
storms, and force us to change the way we live.
The Experiment: Introduction
In this experiment we will find out how temperature is influenced by increased
carbon dioxide (CO2). All of the soda bottles will be closed, have dirt in them to
simulate the earth, and a thermometer taped to the inside. The sun’s energy will
be represented by light from the lamps. We will simulate climate change in
closed soda bottles and find out whether increasing CO2 will increase the
temperature in our bottles.
To this end the students will set up an experiment comparing the temperature
between a soda bottle with Carbon Dioxide added to it and a control bottle
(with just normal air).
Introduce global warming to the students. Ask them how they might design an
experiment to show global warming using two soda bottles. After this, explain
the experiment you will be running. Discuss what you might expect to happen.
Explain the importance of having a control bottle; the control gives us something
to compare our CO2 bottle to. Have the students come up with a hypothesis
and a prediction and write these down on their worksheets. For example, in this
experiment:
Hypothesis: increasing CO2 in the atmosphere will cause temperatures to rise.
Prediction: the bottle with CO2 added will have a higher temperature than the
control bottle once the experiment is finished.
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CLIMATE CHANGE UNIT
The Experiment: Materials
In order to simulate climate change in the lab, you will need a few different
ingredients per experiment:
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Two 2L soda bottles, empty, label removed, identical
One pair of scissors
Black tape
Duct tape
Two thermometers
Soil (moistened)
Vinegar
Baking soda
One plastic bottle
One balloon for CO2
Data sheets
Timer (for whole group)
One lamp between the bottles or two lamps (one by each bottle)
The Experiment: Set-Up
1. Take two soda bottles – make sure they have caps! Very carefully, mark a
point on both bottles about three-fourths the way up the bottle. Take the
scissors and make a hole on the line, and then carefully cut the tops off of
both bottles.
2. Put some moist soil in the bottom of each bottle. This soil represents the Earth’s
surface.
3. Place the thermometer inside the bottle, facing outwards. Tape it to the
bottle with black tape.
4. Tape the top of the soda bottles shut with black tape, and then with duct
tape, and leave the bottle cap off.
5. Take the other plastic bottle and pour some vinegar in it. Take a balloon and
pour some baking soda in it. Carefully place the balloon over the mouth of
the plastic bottle so that it is air-tight and the baking soda falls into the bottle.
The baking soda will react with the vinegar, producing CO2, which will fill the
balloon. When the balloon is full, take it off the bottle top and pinch it shut.
CLIMATE CHANGE UNIT
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The Experiment: Set-Up (cont’d)
7. Quickly transfer the balloon to the soda bottle you’ve decided will contain
extra CO2, and squeeze gently so that the gas transfers to the soda bottle.
Remove the balloon and quickly as you can put the bottle cap back on so
that the gas is trapped inside!
8. Place the lamp between the two soda bottles, making sure it is at the same
distance between each bottle.
Running the Experiment
1. Run one experiment together. Give each student a task from the set-up and
running experiment sections so they each have a role to do in both.
2. Designated students should take the experimental material and set it all up
according to the instructions.
3. Students set to measure temperature and those set to record temperature
should take their places.
4. Wait until the timer is ready, and everyone countdown from 10.
5. Turn on the lamp! At the first minute, the teacher will ring a bell, and everyone
will take the first measurement.
6. Take measurements every minute for fifteen minutes – try to be as accurate
as possible.
7. Study your results – was there any difference between the two bottles?
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CLIMATE CHANGE UNIT
Results
1. Have the students analyze their results. Ask them what they think the results
mean.
2. If the temperature change occurred, explain to them that even if it was just a
small change, it can have a huge impact on our planet. Each degree of
warming could result in a sea level increase of about 5 feet!
3. If no temperature change occurred, have the students think about what that
means. Did something go wrong with the experiment? How could they have
more confidence in their results. Introduce the concept of replicates –
repeating the experiment many times helps scientists trust their results.
4. Brainstorm about what other similar experiments the students could run, for
example, by incorporating plants - plants absorb CO2.
5. How would they model this experiment in StarLogo TNG? Brainstorm with the
students.