Climate Change

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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?

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?

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?

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.