{"id":7306,"date":"2023-10-24T21:04:27","date_gmt":"2023-10-24T21:04:27","guid":{"rendered":"https:\/\/course.fossdle.org\/baccc\/?page_id=7306"},"modified":"2023-10-24T21:04:27","modified_gmt":"2023-10-24T21:04:27","slug":"causes-and-effects-of-climate-change-part-2","status":"publish","type":"page","link":"https:\/\/course.fossdle.org\/baccc\/modules\/module-1-the-science-of-climate-change\/causes-and-effects-of-climate-change-part-2\/","title":{"rendered":"Causes and Effects of Climate Change &#8211; Part 2"},"content":{"rendered":"<div id=\"content\" class=\"mw-body container\" role=\"main\">\n<div class=\"row\">\n<div class=\"col-md-12\">\n<div class=\"panel\">\n<div class=\"panel-body\">\n<div id=\"bodyContent\">\n<div id=\"mw-content-text\" lang=\"en\" dir=\"ltr\" class=\"mw-content-ltr\">\n<h2><span class=\"mw-headline\" id=\"What_causes_climate_change.3F_.28Natural_and_human_factors.29\">What causes climate change? (Natural and human factors)<\/span><\/h2>\n<p>In the previous lesson, you learnt that the Earth\u2019s climate is driven by an energy input\u2013output system, which originates from the sun. To understand the causes of climate change, you need to first understand the energy budget.\n<\/p>\n<p><b>What is the Earth\u2019s energy budget?<\/b>\n<\/p>\n<p>The balance between the incoming and outgoing energy is known as Earth\u2019s \u201cenergy budget,\u201d which is determined by the amount of sunlight that shines on the Earth (insolation) and how the characteristics of the Earth\u2019s surface and atmosphere act on this energy, namely:\n<\/p>\n<ul>\n<li> The Earth\u2019s surface (mainly oceans, but also forests and other dark-coloured landforms) absorbs about half of the incoming solar energy.\n<\/li>\n<li> The atmosphere absorbs about 23 per cent.\n<\/li>\n<li> The rest is reflected back into space (due to the albedo, or reflectivity, of snow, ice and desert sands)\n<\/li>\n<li> Some of that heat energy is then re-radiated back to the surface of the planet by greenhouse gases, which puts even more energy into the climate system.\n<\/li>\n<\/ul>\n<p>The energy budget of the planet plays a key role in determining its climate. The Earth\u2019s temperature can remain mostly stable as long as the energy budget is in balance, with no general rise or fall in the average temperature.\n<\/p>\n<div class=\"panel iDevice\">\n\t<div class=\"panel-heading idevice-heading\">\n\t\t<div>\n\t\t\t<img decoding=\"async\" class=\"pedagogicalicon\" alt=\"media\" src=\"https:\/\/course.fossdle.org\/baccc\/wp-content\/themes\/oeru-course\/idevices\/Icon_multimedia.png\">\n\t\t<\/div>\n\t\t<div>\n\t\t\t<h2>Earth's Energy Budget<\/h2>\n\t\t<\/div>\n\t<\/div>\n\t<div class=\"panel-body\">\n\t\t<div class=\"col-md-12\">\n\t\t\t<\/p>\n<p>Do you think there is currently a balance between incoming and outgoing energy? To answer, watch this excellent video:\n<\/p>\n<p>\n<div data-mode=\"normal\" data-provider=\"youtube\" id=\"arve-youtube-el7ygwztqqa\" style=\"max-width:400px;\" class=\"arve alignleft\">\n\t<div class=\"arve-inner\">\n\t\t<div class=\"arve-embed arve-embed--has-aspect-ratio\">\n\t\t\t<div class=\"arve-ar\" style=\"padding-top:56.250000%\"><\/div>\n\t\t\t<iframe allow=\"accelerometer &apos;none&apos;;autoplay &apos;none&apos;;bluetooth &apos;none&apos;;browsing-topics &apos;none&apos;;camera &apos;none&apos;;clipboard-read &apos;none&apos;;clipboard-write;display-capture &apos;none&apos;;encrypted-media &apos;none&apos;;gamepad &apos;none&apos;;geolocation &apos;none&apos;;gyroscope &apos;none&apos;;hid &apos;none&apos;;identity-credentials-get &apos;none&apos;;idle-detection &apos;none&apos;;keyboard-map &apos;none&apos;;local-fonts;magnetometer &apos;none&apos;;microphone &apos;none&apos;;midi &apos;none&apos;;otp-credentials &apos;none&apos;;payment &apos;none&apos;;picture-in-picture;publickey-credentials-create &apos;none&apos;;publickey-credentials-get &apos;none&apos;;screen-wake-lock &apos;none&apos;;serial &apos;none&apos;;summarizer &apos;none&apos;;sync-xhr;usb &apos;none&apos;;web-share;window-management &apos;none&apos;;xr-spatial-tracking &apos;none&apos;;\" allowfullscreen=\"\" class=\"arve-iframe fitvidsignore\" credentialless data-arve=\"arve-youtube-el7ygwztqqa\" data-lenis-prevent=\"\" data-src-no-ap=\"https:\/\/www.youtube-nocookie.com\/embed\/el7ygWztQqA?iv_load_policy=3&amp;modestbranding=1&amp;rel=0&amp;autohide=1&amp;playsinline=0&amp;autoplay=0\" frameborder=\"0\" height=\"225\" loading=\"lazy\" name=\"\" referrerpolicy=\"strict-origin-when-cross-origin\" sandbox=\"allow-scripts allow-same-origin allow-presentation allow-popups allow-popups-to-escape-sandbox\" scrolling=\"no\" src=\"https:\/\/www.youtube-nocookie.com\/embed\/el7ygWztQqA?iv_load_policy=3&#038;modestbranding=1&#038;rel=0&#038;autohide=1&#038;playsinline=0&#038;autoplay=0\" title=\"Earth&apos;s Energy Budget (6:59)\" width=\"400\"><\/iframe>\n\t\t\t\n\t\t<\/div>\n\t\t\n\t<\/div>\n\t\n\t\n\t<script type=\"application\/ld+json\">{\"@context\":\"http:\\\/\\\/schema.org\\\/\",\"@id\":\"https:\\\/\\\/course.fossdle.org\\\/baccc\\\/modules\\\/module-1-the-science-of-climate-change\\\/causes-and-effects-of-climate-change-part-2\\\/#arve-youtube-el7ygwztqqa\",\"@type\":\"VideoObject\",\"embedURL\":\"https:\\\/\\\/www.youtube-nocookie.com\\\/embed\\\/el7ygWztQqA?iv_load_policy=3&modestbranding=1&rel=0&autohide=1&playsinline=0&autoplay=0\",\"name\":\"Earth's Energy Budget (6:59)\"}<\/script>\n\t\n<div class=\"arve-error\"><p><small><abbr title=\"Advanced Responsive Video Embedder\">ARVE<\/abbr> error: maxwidth: <code>560px<\/code> is not valid<\/small><\/p><\/div>\n<\/div><\/p>\n<p>\n<\/p>\n<p>\n\t\t<\/div>\n\t<\/div>\n<\/div>\n<p>\nYou can adjust the playback speed and\/or turn on subtitles\/captions.\n<\/p>\n<p>If you have trouble accessing the video, a summary is available below.\n<\/p>\n<p>\n<\/p>\n<p><iframe loading=\"lazy\" id=\"h5p-iframe-1\" class=\"class1 class2 h5p-iframe h5p-initialized WEH5P\" src=\"https:\/\/course.fossdle.org\/BaCCC\/wp-admin\/admin-ajax.php?action=h5p_embed&amp;id=5\" width=\"100%\" height=\"200px\" style=\"width:100%;height:200px;font-weight: bold\" allowfullscreen=\"allowfullscreen\"><\/iframe><\/p>\n<p>\n<\/p>\n<p>\n<\/p>\n<p>\n(Note: A 70\u00baF increase between night and day in the Sahara is a nearly 40\u00baC increase. A 10\u00baF difference in the Amazon rainforest is only 5.5\u00baC. The Earth\u2019s surface temperature is 58\u00baF or 14.5\u00baC. With no greenhouse gases in the atmosphere, the temperature would be about 0\u00baF or minus 18\u00baC. The surface temperature on Venus is 872\u00baF or 484\u00baC.)\n<\/p>\n<p>From Lesson 2.1 and the videos you have watched so far, you have learnt that the three factors that affect the Earth\u2019s energy budget are\n<\/p>\n<ul>\n<li> solar input or the total incoming solar energy (insolation), which mostly depends on the distance from the sun, the angle of the planet\u2019s axis and solar activity\n<\/li>\n<li> the amount of albedo reflecting solar rays from the Earth back into space\n<\/li>\n<li> chemical composition of the atmosphere\n<\/li>\n<\/ul>\n<p>Study the diagram below that illustrates the Earth\u2019s energy budget.\n<\/p>\n<div class=\"thumb tright\">\n<div class=\"thumbinner thumbnail\" style=\"width:182px\"><a href=\"https:\/\/wikieducator.org\/File:Earth%27s_Energy_Budget.png\" class=\"image\"><img loading=\"lazy\" decoding=\"async\" alt=\"\" src=\"\/\/wikieducator.org\/images\/thumb\/0\/0b\/Earth%27s_Energy_Budget.png\/180px-Earth%27s_Energy_Budget.png\" width=\"180\" height=\"139\" class=\"thumbimage img-responsive\"><\/a>  <\/p>\n<div class=\"thumbcaption\">Earth&#8217;s Energy Budget<\/div>\n<\/div>\n<\/div>\n<p>The diagram is rather complex with all those numbers (of watts of solar energy per square metre), but it gives a good sense of the interplay between different kinds and amounts of energy that enter and leave the Earth system:\n<\/p>\n<ul>\n<li> \u201cradiative components\u201d (light and heat)\n<\/li>\n<li> other components of the budget\n<\/li>\n<li> conduction\n<ul>\n<li> convection\n<\/li>\n<li>condensation\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>which also transport heat from the Earth\u2019s surface\n<\/p>\n<p>\n<\/p>\n<div class=\"panel iDevice\">\n\t<div class=\"panel-heading idevice-heading\">\n\t\t<div>\n\t\t\t<img decoding=\"async\" class=\"pedagogicalicon\" alt=\"activity\" src=\"https:\/\/course.fossdle.org\/baccc\/wp-content\/themes\/oeru-course\/idevices\/Icon_activity.png\">\n\t\t<\/div>\n\t\t<div>\n\t\t\t<h2>Activity<\/h2>\n\t\t<\/div>\n\t<\/div>\n\t<div class=\"panel-body\">\n\t\t<div class=\"col-md-12\">\n\t\t\t<\/p>\n<p>After watching the video and studying the diagram above, answer the following questions in your learning journal:\n<\/p>\n<p>1. What is the primary source of energy for the Earth?\n<\/p>\n<p>2. What is the importance of the incoming solar radiation to all living things?\n<\/p>\n<p>3. What is humanity doing that affects the Earth\u2019s energy balance?\n<\/p>\n<p>4. What will happen to the Earth\u2019s energy budget if we keep on increasing the greenhouse gases in the atmosphere?\n<\/p>\n<p>5. What happened to Venus that could potentially happen to the Earth if the concentration of carbon dioxide in the atmosphere keeps increasing?\n<\/p>\n<p>6. Earth\u2019s energy budget is the balance between the amount of the sun\u2019s energy received by the Earth and the amount of energy that flows from Earth back into space. In the video, you learnt that there is scientific evidence indicating that there is an imbalance in the incoming and outgoing energy. This imbalance is mostly caused by an increase in greenhouse gases. Let us now continue to learn more about these greenhouse gases, starting with the greenhouse effect.<br \/>\n.\n<\/p>\n<p>\n<\/p>\n<p>\n\t\t<\/div>\n\t<\/div>\n<\/div>\n<p>\n<b>What is the greenhouse effect?<\/b>\n<\/p>\n<p>The greenhouse effect is a natural process that takes place when specific gases in the lower atmosphere trap the solar heat that keeps the Earth warm. The name \u201cgreenhouse gas\u201d describes how these gases function similarly to greenhouse glass walls.\n<\/p>\n<p>The greenhouse effect helps to maintain a specific temperature level on the Earth\u2019s surface, making it habitable for living beings. While we appreciate that greenhouse gases play a vital role in keeping the Earth\u2019s temperature at a level that supports life, the issue we currently confront is that of an \u201cenhanced greenhouse effect.\u201d\n<\/p>\n<p>Study the diagram below that illustrates the greenhouse effect.\n<\/p>\n<div class=\"thumb tright\">\n<div class=\"thumbinner thumbnail\" style=\"width:182px\"><a href=\"https:\/\/wikieducator.org\/File:Greenhouse_Effect.jpg\" class=\"image\"><img loading=\"lazy\" decoding=\"async\" alt=\"\" src=\"\/\/wikieducator.org\/images\/thumb\/c\/cf\/Greenhouse_Effect.jpg\/180px-Greenhouse_Effect.jpg\" width=\"180\" height=\"128\" class=\"thumbimage img-responsive\"><\/a>  <\/p>\n<div class=\"thumbcaption\">Greenhouse Effect<\/div>\n<\/div>\n<\/div>\n<p><b>What is the enhanced greenhouse effect?<\/b>\n<\/p>\n<p>The enhanced greenhouse effect is where additional greenhouse gases in the lower atmosphere absorb and trap too much of the sun\u2019s energy (too much, at least, for the civilisation we have built based on agriculture, and possibly for our survival as a species). This results in the surface temperature rising \u2013 a warming effect commonly known as \u201cglobal warming.\u201d And nowadays, we are constantly spewing more and more greenhouse gases into the atmosphere causing a build-up, which creates extra energy in the climate system, leading to more \u2013 and\/or more powerful \u2013 cyclones, typhoons, hurricanes, tornadoes, rain bombs, rainstorms, hailstorms, lightning storms, etc.\n<\/p>\n<p>You may wonder where these extra greenhouse gases are coming from.\n<\/p>\n<p>There is clear evidence pointing to human actions being the main cause of increasing concentrations of greenhouse gases in the atmosphere. Scientific research has shown, without a doubt, that over the past 150 years since the Industrial Revolution, greenhouse gases have been rapidly increasing in the atmosphere.\n<\/p>\n<p>The table that follows shows the main greenhouse gases that concentrate in the lower atmosphere, their sources, their lifetime in the atmosphere and their equivalency to carbon dioxide.\n<\/p>\n<p><a href=\"https:\/\/wikieducator.org\/index.php?title=The_main_greenhouse_gases&amp;action=edit&amp;redlink=1\" class=\"new\" title=\"The main greenhouse gases (page does not exist)\">The main greenhouse gases<\/a><\/p>\n<table class=\"oeru1 table table-striped\">\n<tbody>\n<tr>\n<th> Main greenhouse gases\n<\/th>\n<th> Their main sources\n<\/th>\n<th> Lifetime in atmosphere\n<\/th>\n<\/tr>\n<tr>\n<td>Carbon dioxide \u2013 (CO<sub>2<\/sub>)\n<\/td>\n<td>Fossil fuel combustion, deforestation and cement production\n<\/td>\n<td>20\u2212200 years (80%)<\/p>\n<p>1,000 years (20%)\n<\/p>\n<\/td>\n<\/tr>\n<tr>\n<td>Methane \u2013 (CH<sub>4<\/sub>)<\/p>\n<p>80 times more potent than (CO<sub>2<\/sub>) over its lifetime\n<\/p>\n<\/td>\n<td>Fossil fuel production, agriculture (livestock and rice fields) and landfills\n<\/td>\n<td>12 years, then breaks down into (CO<sub>2<\/sub>), water and ozone\n<\/td>\n<\/tr>\n<tr>\n<td>Nitrous oxide \u2013 (N<sub>2<\/sub>O)<\/p>\n<p>280 times more potent\n<\/p>\n<\/td>\n<td>Fertilisers, fossil fuel and biomass combustion, sewage and industrial processes\n<\/td>\n<td>Up to 120 years, then disintegrates\n<\/td>\n<\/tr>\n<tr>\n<td>Water vapour \u2013 H<sub>2<\/sub>O)\n<\/td>\n<td>Oceans, lakes and reservoirs\n<\/td>\n<td>Does not accumulate\n<\/td>\n<\/tr>\n<tr>\n<td>Synthetic (man-made) industrial gases such as<\/p>\n<ul>\n<li> hydrofluorocarbons (HFCs)\n<\/li>\n<li> chlorofluorocarbons (CFCs)\n<\/li>\n<li> sulphur hexafluoride ((SF<sub>6<\/sub>))(the most potent chemically reactive greenhouse gas)\n<\/li>\n<\/ul>\n<p>460 to 23,500 times more potent than (CO<sub>2<\/sub>)\n<\/p>\n<\/td>\n<td>\n<p>HFC \u2013 refrigeration and air conditioning\n<\/p>\n<p>CFCs \u2013 banned (Montreal Protocol), new sources might be illegal\n<\/p>\n<p>(SF<sub>6<\/sub>) \u2013 electrical energy generation\n<\/p>\n<\/td>\n<td>\n<p>HFCs: 15\u221229 years\n<\/p>\n<p>CFCs: 52\u2212640 years\n<\/p>\n<p>(SF<sub>6<\/sub>): 3,200 years\n<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>The term \u201canthropogenic\u201d refers to human activities \u2013 intentional or unintentional \u2013 that affect the environment. While we agree that the greenhouse effect is a natural phenomenon, the extra gases produced by human activities are making it stronger. In other words, we are now adding to these gases faster than oceans and plants can absorb them, and so, the greenhouse effect is being \u201cenhanced\u201d by humans. The following example will help you understand the concept of the \u201cenhanced greenhouse effect.\u201d\n<\/p>\n<table class=\"oeru1 table table-striped\">\n<tbody>\n<tr>\n<th>\n<\/th>\n<\/tr>\n<tr>\n<td>Imagine having a sizable greenhouse filled with flourishing, healthy plants, and having one of your employees prepare his lunch in there using firewood. As a result, a great deal of smoke is emitted, and the temperature rises significantly. You will surely feel angry when you find out the truth. This is because he has changed the greenhouse\u2019s environment in a way that would cause plants to perish. He has increased or added additional heat and gases, which might harm or destroy the plants.\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<div class=\"panel iDevice\">\n\t<div class=\"panel-heading idevice-heading\">\n\t\t<div>\n\t\t\t<img decoding=\"async\" class=\"pedagogicalicon\" alt=\"activity\" src=\"https:\/\/course.fossdle.org\/baccc\/wp-content\/themes\/oeru-course\/idevices\/Icon_activity.png\">\n\t\t<\/div>\n\t\t<div>\n\t\t\t<h2>Activity<\/h2>\n\t\t<\/div>\n\t<\/div>\n\t<div class=\"panel-body\">\n\t\t<div class=\"col-md-12\">\n\t\t\t<\/p>\n<p>1. To help you explore how human activities are responsible for an enhanced greenhouse effect, visit the following places in your village or town to observe activities that release greenhouse gases. In your learning journal, copy the table below and record your observations. You are given an example from Mr X\u2019s home.<br \/>\n.\n<\/p>\n<p>\n<\/p>\n<p>\n\t\t<\/div>\n\t<\/div>\n<\/div>\n<p>\n<\/p>\n<table class=\"oeru1 table table-striped\">\n<tbody>\n<tr>\n<th> Place\n<\/th>\n<th> Activity\n<\/th>\n<th> Type(s) of greenhouse gas released\n<\/th>\n<\/tr>\n<tr>\n<td>1. Mr X\u2019s home\n<\/td>\n<td>(SF<sub>6<\/sub>) is released from charcoal that Mr X uses for cooking\n<\/td>\n<td>Carbon dioxide (SF<sub>6<\/sub>)\n<\/td>\n<\/tr>\n<tr>\n<td> My home\n<\/td>\n<td>\n<\/td>\n<td>\n<\/td>\n<\/tr>\n<tr>\n<td> My neighbours\n<\/td>\n<td>\n<\/td>\n<td>\n<\/td>\n<\/tr>\n<tr>\n<td> School\n<\/td>\n<td>\n<\/td>\n<td>\n<\/td>\n<\/tr>\n<tr>\n<td> Hospital or clinic\n<\/td>\n<td>\n<\/td>\n<td>\n<\/td>\n<\/tr>\n<tr>\n<td> Shopping centre\n<\/td>\n<td>\n<\/td>\n<td>\n<\/td>\n<\/tr>\n<tr>\n<td> Garage\n<\/td>\n<td>\n<\/td>\n<td>\n<\/td>\n<\/tr>\n<tr>\n<td> Busy road junction or bust station\n<\/td>\n<td>\n<\/td>\n<td>\n<\/td>\n<\/tr>\n<tr>\n<td> Farm or garden\n<\/td>\n<td>\n<\/td>\n<td>\n<\/td>\n<\/tr>\n<tr>\n<td> Dumping site\n<\/td>\n<td>\n<\/td>\n<td>\n<\/td>\n<\/tr>\n<tr>\n<td> Industrial factory or mine\n<\/td>\n<td>\n<\/td>\n<td>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>2. Prepare a slide presentation to teach your community about the causes of greenhouse gas and their sources in your village, town or city. First, rehearse how you would present this to the public. If you have gained confidence, do a presentation for a few people and ask them to provide you with some feedback. (If you feel nervous about doing this, remember that climate champions feel the fear and do it anyway, for the sake of all living beings on this beautiful Earth.)\n<\/p>\n<p>3. In your learning journal, write a brief review of your presentation, what went well and how you want to improve on it.\n<\/p>\n<p>What are the results of the enhanced greenhouse effect?\n<\/p>\n<p>One of the results of an enhanced greenhouse effect is an increase in air and ocean temperatures. The following experiment will demonstrate this.\n<\/p>\n<div class=\"panel iDevice\">\n\t<div class=\"panel-heading idevice-heading\">\n\t\t<div>\n\t\t\t<img decoding=\"async\" class=\"pedagogicalicon\" alt=\"activity\" src=\"https:\/\/course.fossdle.org\/baccc\/wp-content\/themes\/oeru-course\/idevices\/Icon_activity.png\">\n\t\t<\/div>\n\t\t<div>\n\t\t\t<h2>Activity<\/h2>\n\t\t<\/div>\n\t<\/div>\n\t<div class=\"panel-body\">\n\t\t<div class=\"col-md-12\">\n\t\t\t<\/p>\n<p>Do this activity on a hot and sunny day, around midday.\n<\/p>\n<p>Do-it-yourself experiments\n<\/p>\n<p><b>Experiment 1 \u2013 Air temperature<\/b>\n<\/p>\n<p>You will need two clear plastic bags (with fasteners to close them tightly) labelled A and B, bicarbonate of soda (baking soda), a bit of vinegar and two thermometers to carry out this experiment.\n<\/p>\n<p>1. First, flatten or collapse plastic bag A to remove all the air; then, quickly add into it a tablespoon of baking soda and three tablespoons of vinegar. Shake slightly; then insert a thermometer and close it tightly.\n<\/p>\n<p>2. Next, take plastic bag B and fill it with atmospheric air. Insert the second thermometer into this bag and close it tightly.\n<\/p>\n<p>3. Place both plastic bags on a wooden or glass board in an open space in the sun. After ten minutes, read the temperatures.\n<\/p>\n<p><b>Experiment 2 \u2013 Ocean temperature<\/b>\n<\/p>\n<p>You will need two clear bottles with caps, water, baking soda and one thermometer to carry out this experiment.\n<\/p>\n<p>1. Label the first bottle \u201cA\u201d and the other bottle \u201cB\u201d; then fill up the two bottles with the same amount of water at the same temperature. Put two spoonfuls of baking soda into bottle A and shake it very well.\n<\/p>\n<p>2. At noon, place the two bottles in an open space, directly in the sun for one hour. After an hour, measure the temperature of the water in each bottle.\n<\/p>\n<p>Do the following in your learning journal:\n<\/p>\n<p>a) Write the results of both experiments.\n<\/p>\n<p>b) Account for the differences in the temperatures of the air in the two plastic bags and the water in the two bottles.\n<\/p>\n<p>c) Do you think that the carbon dioxide and other greenhouse gases that we are adding to the atmosphere have any impact on ocean temperatures? Briefly explain how.\n<\/p>\n<p>.\n<\/p>\n<p>\n<\/p>\n<p>\n\t\t<\/div>\n\t<\/div>\n<\/div>\n<p>\n<\/p>\n<table class=\"oeru1 table table-striped\">\n<tbody>\n<tr>\n<th> <b>Feedback<\/b>\n<\/th>\n<\/tr>\n<tr>\n<td><i>It is important to take note that in both experiments, carbon dioxide was produced when adding baking soda to either vinegar or water. Both containers with carbon dioxide recorded a higher temperature. From this experiment, you learnt that added carbon dioxide can increase the temperature of the air, as demonstrated in plastic bag A, and can also increase water temperature, as demonstrated in bottle A. We can, therefore, conclude that extra greenhouse (\u201cheat-trapping\u201d) gases, such as carbon dioxide, result in increased atmospheric and ocean temperatures. We now need to ask ourselves, since humans are still adding more carbon dioxide and other greenhouse gases to the atmosphere, what happens when we continue to add more carbon dioxide and other greenhouse gases?<\/i>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>In the videos that you have watched so far, mention is made of how enhanced greenhouse gases increase atmospheric temperatures, causing what is called global warming. We will learn more about this in the next part of the lesson.\n<\/p>\n<p><!-- \nNewPP limit report\nCPU time usage: 0.066 seconds\nReal time usage: 0.074 seconds\nPreprocessor visited node count: 454\/1000000\nPreprocessor generated node count: 1625\/1000000\nPost\u2010expand include size: 13626\/2097152 bytes\nTemplate argument size: 7164\/2097152 bytes\nHighest expansion depth: 7\/40\nExpensive parser function count: 0\/100\n--><\/p>\n<p><!-- Saved in parser cache with key we_en-mw_:pcache:idhash:190676-0!*!0!!*!2!* and timestamp 20231024210427 and revision id 1105502\n -->\n<\/div>\n<div class=\"visualClear\"><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/div>\n<\/div>\n<\/div>\n<div class=\"row\">\n<div class=\"col-md-12\">\n<ul class=\"pager\">\n<li class=\"previous\">\n            <a href=\"\/baccc\/modules\/module-1-the-science-of-climate-change\/causes-and-effects-of-climate-change-part-1\">\u2190 Previous<\/a>\n          <\/li>\n<li class=\"next\">\n            <a href=\"\/baccc\/modules\/module-1-the-science-of-climate-change\/causes-and-effects-of-climate-change-part-3\">Next \u2192<\/a>\n          <\/li>\n<\/ul><\/div>\n<\/p><\/div>\n<div id=\"wenote-ids\"><script type='text\/javascript' id='wenotes-ids'>\n    var WEnotesSite = \"https:\/\/wikieducator.org\";\n    var WEnotesPath = \"\/BaCCC\/Module_1\/Lesson_2\/Part_2\";\n    var WEnotesSiteID = \"0e3d258fbd36841f92259eefcd41d5e9\";\n    var WEnotesPathID = \"322244cdbca4a80de299fdd8ef8e6b40\";\n    var WEnotesIDs = { site: \"https:\/\/wikieducator.org\", path: \"\/BaCCC\/Module_1\/Lesson_2\/Part_2\", site_id: \"0e3d258fbd36841f92259eefcd41d5e9\", path_id: \"322244cdbca4a80de299fdd8ef8e6b40\" };\n<\/script><\/div>\n<\/div>\n<footer><\/footer>\n","protected":false},"excerpt":{"rendered":"<p>What causes climate change? (Natural and human factors) In the previous lesson, you learnt that the Earth\u2019s climate is driven by an energy input\u2013output system, which originates from the sun. To understand the causes of climate change, you need to first understand the energy budget. What is the Earth\u2019s energy budget? The balance between the [&hellip;]<\/p>\n","protected":false},"author":10,"featured_media":0,"parent":7292,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-7306","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/course.fossdle.org\/baccc\/wp-json\/wp\/v2\/pages\/7306","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/course.fossdle.org\/baccc\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/course.fossdle.org\/baccc\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/course.fossdle.org\/baccc\/wp-json\/wp\/v2\/users\/10"}],"replies":[{"embeddable":true,"href":"https:\/\/course.fossdle.org\/baccc\/wp-json\/wp\/v2\/comments?post=7306"}],"version-history":[{"count":1,"href":"https:\/\/course.fossdle.org\/baccc\/wp-json\/wp\/v2\/pages\/7306\/revisions"}],"predecessor-version":[{"id":7307,"href":"https:\/\/course.fossdle.org\/baccc\/wp-json\/wp\/v2\/pages\/7306\/revisions\/7307"}],"up":[{"embeddable":true,"href":"https:\/\/course.fossdle.org\/baccc\/wp-json\/wp\/v2\/pages\/7292"}],"wp:attachment":[{"href":"https:\/\/course.fossdle.org\/baccc\/wp-json\/wp\/v2\/media?parent=7306"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}