greenhouse gases experiment

The Greenhouse Effect Experiment

When it comes to our environment, it is so important that our children learn about the effects of climate change. One way we can start to educate them on environmental sciences is through a simple science experiment that creates the Greenhouse Effect in a jar. This activity is fantastic as a homeschool experiment, science fair project , classroom demonstration, and most importantly, as part of Earth Day lessons.

Climate Change Science Experiment

What you will discover in this article!

Disclaimer: This article may contain commission or affiliate links. As an Amazon Influencer I earn from qualifying purchases. Not seeing our videos? Turn off any adblockers to ensure our video feed can be seen. Or visit our YouTube channel to see if the video has been uploaded there. We are slowly uploading our archives. Thanks!

In recent years the climate crisis has become one of the most important challenges facing Earth and all of Earth’s inhabitants. Understanding how the greenhouse effect works is a fundamental lesson we need to be teaching all of our students. Throughout their lifetime they are going to witness massive environmental changes. Many of which, we have already seen in our lives. I can only imagine what is to come, and I know it weighs heavily on my tweens and teens. But through education and changing our practices and lifestyles, there are things we can all do to make a difference and protect our planet.

Let’s start with this science experiment that demonstrates the greenhouse effect.

Greenhouse Gas Science Experiment Video Tutorial

Check out our video of this climate change experiment exploring greenhouse gases and the greenhouse effect. If you can’t see the video, it is likely blocked by an adblocker. You can also view it on the STEAM Powered Family YouTube Channel .

What is the Greenhouse Effect?

First off, we need to explain the term: Greenhouse Effect . A greenhouse is a building with glass for the walls and roof. That glass structure traps heat inside, making it a great place to grow plants where it stays all warm and cozy, even after the sun goes down or it is cooler outside.

Instead of glass, our planet is surrounded by an atmosphere made up of gases. Like a great big puffy coat of gas wrapped around the entire planet. The atmosphere traps the sun’s heat on the Earth’s surface making our planet perfect for living organisms.

The balance of those gases is delicate, and due to a number of different factors, in particular the burning of fossil fuels, that balance is being disrupted and it is affecting the quality of that protective layer around our Earth.

One of the most important greenhouse gases is carbon dioxide. When we drive our cars and burn fossil fuels like gas and oil, we are putting more carbon dioxide into the atmosphere. This in turn causes more heat to be trapped on the Earth, leading to an increase in the average temperatures. This affects all living organisms, including humans.

The Greenhouse Effect Science Experiment

Now we know about the greenhouse effect, let’s do some science! For this experiment we are going to use our much beloved and simple, baking soda and vinegar chemical reaction .

5 Large Jars – Using all 5 jars provides an opportunity to apply scientific theory and the scientific method . Vinegar – White, standard vinegar is best. Baking Soda – Also known as sodium bicarbonate or bicarb. Don’t use Baking Powder! It is a completely different chemical formula. You can learn more here about the differences between baking soda and baking powder . Measuring cups and spoons – Important for accuracy during testing. Plastic Wrap – Also known as clingfilm. It must be clear and able to seal tightly without tearing. I know we don’t want to use plastic, but in this case it is what we need for this science experiment. You can try it with other materials, but we struggled to get the desired results. You can always save the plastic and reuse it! Elastic bands – Large enough to fit over the mouth of the jar to secure the plastic wrap. Heat Source – You can use a sunny window sill if you live somewhere with lots of hot direct sunlight, or use a heat lamp, space heater, or in our case we used a heat vent/radiator. It just needs to provide lots of heat evenly between the jars. Thermometer – We have a non-contact infrared thermometer that worked perfectly. The kids LOVE using this type of thermometer in their science experiments but you can also use standard thermometers . If you use standard thermometers you will need one for each jar and a small knife or sharp scissors. Masking Tape and Sharpie – For labeling the jars

Prepare the Jars

Start by labeling the jars. You will want:

• Air (control)
• Vinegar (control)
• Baking Soda (control)

The fifth jar does not need to be labeled, that one you will also be doing the reaction in, but without the plastic covering. However, if you want to label it, go ahead!

The reason we are doing all of these controls, is that we want to show that it is not just the vinegar or just the baking soda, or just the chemical reaction causing our result. We want to prove it is the trapped carbon dioxide gas.

Prepare a piece of plastic wrap big enough to cover the mouth of the jar with a bit of extra down the sides so it can be sealed completely. Repeat for 4 jars. Also add an elastic band for each piece of plastic wrap.

Place plastic wrap on the air jar and secure it with an elastic.

Add 1/4 up of vinegar to the vinegar jar, then cover with plastic wrap and secure with an elastic.

Add 1 tablespoon of baking soda to the baking soda jar, cover with plastic wrap and secure with elastic.

Reaction Time!

This next step is easiest with two people. Have one person read with the plastic wrap and elastic. The other person will add the baking soda to the jar, then add the vinegar. VERY QUICKLY place the plastic wrap over the mouth of the jar and secure it with an elastic. We need to capture the gases from the reaction, so work fast!

Here comes the sun

Now place the jars in front of your heat source. Ensure they are positioned so they will all be heated evenly. We used a heat register/radiator to evenly apply heat. A windowsill in the bright sun would work well too. Leave the jars with the heat for 5 to 10 minutes. We tested at both the 5 minute and 10 minute mark.

This heat source is replicating the warming effect of the sun.

Chemical Reaction Comparison

While the four jars are warming, take your fifth jar. Add 1 tablespoon of baking soda and 1/4 cup of vinegar. Watch the bubbly reaction! After about 30 seconds take a temperature reading. What do you notice? Baking soda and vinegar is an endothermic reaction! This is extremely interesting in the context of this greater experiment.

Temperature check

After your jars are warmed, it is time to take temperature readings.

If you are using a non-contact infrared thermometer, have your students take temperature readings from each jar, we found it best to aim straight down into the jar.

If you are using a standard thermometer, make a small slit in the plastic top of each jar, just big enough to slip the thermometer in without letting too much air escape. Place a thermometer in each jar. Wait one minute, then remove the thermometer and check the temperature readings.

What do you notice about the temperature readings? Record your results!

Greenhouse Effect Results

The chemical reaction in the enclosed jar is warmer than all the other jars with plastic covering. Those control jars are all about the same temperature. The coldest jar is the chemical reaction with no plastic covering. So cool!

The Greenhouse Science

The chemical reaction between baking soda and vinegar is an acid-base reaction. Baking soda is a base and vinegar is an acid. When we combine them, they react in a bubbly, endothermic reaction. Endothermic means it becomes colder during the reaction.

Here is the chemical formula of this reaction

C 2 H 4 O 2  + NaHCO 3  -> NaC 2 H 3 O 2  + H 2 O + CO 2 (g) vinegar + sodium bicarbonate -> sodium acetate + water + carbon dioxide(g)

The carbon dioxide is a gas, just like it is in the atmosphere, where it is one of the greenhouse gases.

In this experiment we are trapping the carbon dioxide gas in the jar. When heat is applied, the carbon dioxide traps more heat in the jar than our controls.

Where this became really interesting for us, was when the kids realized the reaction was endothermic, as demonstrated in our open chemical reaction jar. That means our jar with the trapped carbon dioxide not only trapped heat, but it trapped enough heat to counteract the endothermic reaction, and still make that jar warmer than the controls.

That is one powerhouse of a greenhouse effect!

Troubleshooting

If you have problems with this experiment there may be a few things to look at.

First, make sure your jars are being evenly heated. Depending on how you heat your jars, certain jars my be getting more heat than others. If you are using heat lamps, you may want to ensure you have one heat lamp per jar and place them equal distances from each jar.

If you used a standard thermometer, make sure your slit is not letting too much of the carbon dioxide out of the jar, it will take the heat with it.

When the reaction is triggered, make sure you act fast to get that plastic wrap on there and trap those gases!

Learning More About Climate Change

We really enjoy learning from NASA’s incredible resources. They have an entire site dedicated to climate and kids called Climate Kids that is packed with learning resources.

If you have Netflix, definitely look for any documentaries by David Attenborough . My tweens and teens have watched many of his documentaries and learned so much.

Tackle more Earth Day and Environmental Sciences projects with your kids, with our collection of Earth Day Activities .

Climate Change and Environmental Sciences Worksheets

Enjoy learning about our planet and start putting your lessons to work to protect our home. The more we know, the better we can all work to project our Earth.

More Educational Resources

5 Days of Smart STEM Ideas for Kids

Get started in STEM with easy, engaging activities.

Your browser is not supported

Sorry but it looks as if your browser is out of date. To get the best experience using our site we recommend that you upgrade or switch browsers.

Find a solution

• Skip to main content
• Skip to navigation

• Back to parent navigation item
• Primary teacher
• Secondary/FE teacher
• Early career or student teacher
• Higher education
• Curriculum support
• Literacy in science teaching
• Periodic table
• Interactive periodic table
• Climate change and sustainability
• Resources shop
• Collections
• Remote teaching support
• Starters for ten
• Screen experiments
• Assessment for learning
• Microscale chemistry
• Faces of chemistry
• Classic chemistry experiments
• Nuffield practical collection
• Anecdotes for chemistry teachers
• On this day in chemistry
• Global experiments
• PhET interactive simulations
• Chemistry vignettes
• Context and problem based learning
• Journal of the month
• Chemistry and art
• Art analysis
• Pigments and colours
• Ancient art: today's technology
• Psychology and art theory
• Art and archaeology
• Artists as chemists
• The physics of restoration and conservation
• Ancient Egyptian art
• Ancient Greek art
• Ancient Roman art
• Classic chemistry demonstrations
• In search of solutions
• In search of more solutions
• Creative problem-solving in chemistry
• Solar spark
• Chemistry for non-specialists
• Health and safety in higher education
• Analytical chemistry introductions
• Exhibition chemistry
• Introductory maths for higher education
• Commercial skills for chemists
• Kitchen chemistry
• Journals how to guides
• Chemistry in health
• Chemistry in sport
• Chemistry in your cupboard
• Chocolate chemistry
• Adnoddau addysgu cemeg Cymraeg
• The chemistry of fireworks
• Festive chemistry
• Education in Chemistry
• Teach Chemistry
• On-demand online
• Live online
• Selected PD articles
• PD for primary teachers
• PD for secondary teachers
• What we offer
• Chartered Science Teacher (CSciTeach)
• Teacher mentoring
• UK Chemistry Olympiad
• Who can enter?
• How does it work?
• Resources and past papers
• Top of the Bench
• Schools' Analyst
• Regional support
• Education coordinators
• RSC Yusuf Hamied Inspirational Science Programme
• RSC Education News
• Supporting teacher training
• Interest groups

• More navigation items

Modelling the greenhouse effect

In association with Nuffield Foundation

• No comments

Use this demonstration to illustrate the greenhouse effect and the role of carbon dioxide as a greenhouse gas

The demonstration includes two parts. In the first, students observe a model of the greenhouse effect in a greenhouse using transparent bottles containing air. In the second, they learn about the role of carbon dioxide by comparing the effects in two separate vessels containing air and carbon dioxide respectively.

The experiments in both parts demonstrate the greenhouse effect by comparing the temperature increases in suitable vessels containing the gases, on exposure to light from a powerful lamp.

Each part of the demonstration will take about 30 minutes. However, the second part can be started well before the first part has been completed if sufficient apparatus is available.

The experiments involve slow, gradual temperature increases. If the temperatures are monitored electronically, with data logging and a live display, the experiment can be allowed to proceed while the class carries on with other work. If ordinary thermometers or electronic thermometers with digital displays are used, the temperatures will have to be recorded at one minute intervals, requiring the attention of the class to time and record for the duration of the demonstrations.

For both parts

• Photoflood light bulb, 275 W, in a plain bulb holder (see notes 1 and 2 below)
• Temperature sensors with leads, 3, with data logger and computer display (see note 3)
• Plastic drink bottles, transparent, 1 dm 3 , x2 (see note 4)
• 2-hole bungs, to fit bottles (see note 4)
• Clock, with second hand
• Stand, boss and clamp, x2
• Beakers, 250 cm 3 , x2
• Black card discs, x2

Apparatus notes

• Photoflood bulbs are available from photographic suppliers on the internet, or from photography shops on the high street, at a cost of £10–15 each for a 275 W bulb. The bulb should be fitted in a plain bulb-holder suitably stabilised so that it stands securely on the demonstration bench, and is easily switched on and off by the demonstrator without disturbing the bulb.
• The photoflood bulb should be situated so that the three temperature sensors or thermometers can be placed equidistant from the bulb, as shown in figure 1 below.

Source: Royal Society of Chemistry

How to set up the apparatus to model the greenhouse effect in a greenhouse and compare temperature increases in each of the two bottles

• Check that all three temperature sensors show the same temperature on the computer display when placed in the same temperature environment. Fit two of the sensors through the rubber bungs that will fit into the drinks bottles. Each of the three temperature sensors should be wrapped with a lead (or prepared aluminium) foil ‘flag’. Each flag is made from a piece of lead foil about 3 x 2 cm such that after wrapping around the sensor, a flag approximately 1 cm wide and 2 cm high made of doubled foil is formed (see figure 2 below). The sensor should then be positioned so that the face of each flag will be perpendicular to the radiation from the bulb. The end result should be a set of three temperature sensors with flags that are as similar as possible. The sensors carrying their flags need to fit easily through the necks of the drinks bottles. The setting up of the datalogger and three temperature sensors will depend on the kit available in the school. The handbook for the datalogger will provide the necessary instructions. Suitable software should be used to display the temperature data as a function of time as three lines of different colour on screen(s) visible to the class. Two of the temperature sensors will be required again in part 2, but without the lead flags.
• The two drinks bottles for part 1 should be identical, colourless, transparent, PET plastic (recycling code 1) water bottles, fizzy drink bottles or similar, of 1 dm 3 capacity, capable of carrying a 2-hole rubber bung in the mouth (see figure 3). One hole is needed to carry the temperature sensor (or the thermometer if used), the other to allow air flow to prevent pressure build-up. One of the bottles should be painted matt black on one ‘side’ and allowed to dry thoroughly. The bottles should be secured in an upright position, without obscuring the light path from the lamp.

How to prepare the thermometers or temperature sensors and the half-painted bottle required for the first experiment

• Finally set up the apparatus for part 1 as in figure 1, clamping as necessary to ensure the arrangement is secure from accidental knocks, and at the appropriate point in the lesson, replace by the simple arrangement for part 2 as in figure 4. Note that the photoflood lamp is now positioned and clamped above the beakers, midway between them.

How to set up the apparatus to model the effect of carbon dioxide on temperature for the second experiment

• Lead foil pieces (TOXIC, DANGEROUS FOR THE ENVIRONMENT), about 3 cm x 2 cm, x3 (aluminium foil can be used as an alternative to lead foil but must be either painted black or darkened which happens after it has been in contact with food)
• Matt black paint (for example, blackboard paint)
• Source of carbon dioxide gas
• Methane (natural gas) (EXTREMELY FLAMMABLE)
• Pentane (EXTREMELY FLAMMABLE, HARMFUL, DANGEROUS FOR THE ENVIRONMENT), 1 cm 3
• Hexane (HIGHLY FLAMMABLE, HARMFUL, DANGEROUS FOR THE ENVIRONMENT), 1 cm 3

Health, safety and technical notes

• Read our standard health and safety guidance.
• Lead foil, Pb(s), (TOXIC, DANGEROUS FOR THE ENVIRONMENT) – see CLEAPSS Hazcard HC056 . In part 1 the lead foil pieces are for making the ‘flags’ around the temperature sensors (Note 3). The Lead foil can be replaced with darkened aluminium foil and the effect is still observed.
• Carbon dioxide, CO 2 (g) – see CLEAPSS Hazcard HC020a .  For use of a carbon dioxide cylinder also see Laboratory Handbook Section 9.9 about the safe storage and use of gas cylinders. If using solid carbon dioxide (dry ice), this should be obtained within 24 hours of the demonstration in substantially larger quantity than required for the experiment, and stored in a vented insulated container until required. All handling must be done using thermal gloves and handling tongs. If neither a carbon dioxide cylinder nor a supply of dry ice is available, carbon dioxide gas may be generated chemically – see these standard techniques for generating, collecting and testing gases . Replace the thistle funnel shown with a tap funnel or an unstoppered separating funnel. Use about 10 g of small marble chips (calcium carbonate) and about 100 cm 3 of hydrochloric acid (2 M) for the carbon dioxide generator. Add the acid a few cm 3 at a time to the marble chips to generate a steady stream of carbon dioxide. Either shortly before part 2 of the demonstration, or as part of the demonstration, allow a flow of carbon dioxide to displace the air from the beaker. Alternatively pieces of solid carbon dioxide can be allowed to evaporate in the bottom of the beaker.
• Methane (Natural gas), CH 4 (g), (EXTREMELY FLAMMABLE) – see CLEAPSS Hazcard HC045a .
• Pentane, C 5 H 12 (l), (EXTREMELY FLAMMABLE, HARMFUL, DANGEROUS FOR THE ENVIRONMENT) – see CLEAPSS Hazcard HC045a.
• Hexane, C 6 H 14 (l), (EXTREMELY FLAMMABLE, HARMFUL, DANGEROUS FOR THE ENVIRONMENT) – see CLEAPSS Hazcard HC045a.
• With the apparatus set up as in figure 1 above, start the datalogging programme with all three sensors at the same time (which should all show the same temperature), and immediately switch on the photoflood lamp.
• Allow the datalogging to proceed with the graphical display visible to the class. Ensure the class are aware of which graphical trace belongs to which sensor. In about 15 minutes, the three traces should level off, the ‘bare’ sensor showing a typical increase of around 5°C, the clear bottle about 8°C, and the blackened bottle about 13°C.
• If two further temperature sensors and a second datalogger are available, part 2 can be demonstrated while part 1 is running. Alternatively the class can proceed with other tasks until there is a clear result from part 1 on the display screen.
• Reset the datalogger and software to start again with inputs from two temperature sensors.
• Start the datalogger and switch on the lamp; the two traces should remain together, though showing a gradual rise.
• When this gradual rise levels off, introduce carbon dioxide as a steady flow into one of the beakers. The trace from that beaker should soon show a higher temperature than the beaker with only air – typically up to 8 degrees higher. If the gas flow is stopped, the carbon dioxide will slowly diffuse out of the beaker, replaced by air, and the temperature should begin to fall again.
• (Optional) Clear the carbon dioxide from its beaker, and repeat 1 and 2 above. Ensure all sources of ignition have been removed. Now introduce a slow stream of methane from the gas tap into the beaker and observe the effect on the temperature trace.
• (Optional) Again repeat 1 and 2 above and ensure all sources of ignition have been removed. Use a dropping pipette to drop about 1 cm 3 of the volatile liquid into the beaker. This will slowly evaporate, and the effect on the temperature trace can be followed as it does so.

Teaching notes

In a garden greenhouse, visible light passes through the glass and is absorbed by darker surfaces inside. This absorbed energy heats up the materials, also warming the surrounding air. But convection is restricted by the enclosing glass and the inside temperature of the greenhouse rises. This is the main cause of warming in a garden greenhouse.

However, in addition the warm surfaces re-radiate some of the absorbed energy, but at longer wavelengths in the infrared region of the spectrum. Some of this infra-red radiation is absorbed by glass and contributes to the warming of the greenhouse. It is this latter effect that is called the ‘greenhouse effect’. The greenhouse effect in the Earth’s atmosphere is caused by a number of gases that behave in a similar way to glass. They are transparent to visible light, but absorb in part of the infrared spectrum. Some of these gases are listed in the table. It can be seen that carbon dioxide is the most important greenhouse gas because of its relatively high concentration in the atmosphere rather than its intrinsic greenhouse efficiency.

In part 1, the experiment demonstrates the situation in a greenhouse using a plastic bottle. It also shows the effect of a black surface absorbing the energy from visible light.

In part 2, however, replacing the plastic bottles with open beakers removes the restriction on convection. The difference in temperature rise between the two beakers comes mainly from absorption by the gases of the radiant (infra-red) energy from the lead discs at the bottom of the beakers

Water vapour, carbon dioxide and ozone are the most important of the greenhouse gases, the first two because of their relatively high concentration in the atmosphere rather than because of their intrinsic greenhouse efficiency – indeed water vapour accounts for more than a third of the overall greenhouse effect. However, methane also makes a significant contribution, and it is the increasing proportion of carbon dioxide, and to a lesser extent methane, that seems to be producing the effect of global warming.

Additional information

This is a resource from the  Practical Chemistry project , developed by the Nuffield Foundation and the Royal Society of Chemistry.

Practical Chemistry activities accompany  Practical Physics  and  Practical Biology .

© Nuffield Foundation and the Royal Society of Chemistry

• 11-14 years
• 14-16 years
• Demonstrations
• Environment
• Environmental science

Specification

• Greenhouse gases in the atmosphere maintain temperatures on Earth high enough to support life. Water vapour, carbon dioxide and methane are greenhouse gases.
• Describe the greenhouse effect in terms of the interaction of radiation with matter.
• 8.24 Describe how various gases in the atmosphere, including carbon dioxide, methane and water vapour, absorb heat radiated from the Earth, subsequently releasing energy which keeps the Earth warm: this is known as the greenhouse effect
• C1.3.1 describe the greenhouse effect in terms of the interaction of radiation with matter
• C6.2c describe the greenhouse effect in terms of the interaction of radiation with matter within the atmosphere
• C6.3c describe the greenhouse effect in terms of the interaction of radiation with matter within the atmosphere
• 2.3.6 recall that the percentage of carbon dioxide in the atmosphere has risen from 0.03% to 0.04% because of combustion of organic compounds and is believed to have caused global warming;
• 2.5.28 demonstrate knowledge that the combustion of fuels is a major source of atmospheric pollution due to: combustion of hydrocarbons producing carbon dioxide, which leads to the greenhouse effect causing sea level rises, flooding and climate change;…
• 2.5.26 demonstrate knowledge that the combustion of fuels is a major source of atmospheric pollution due to: combustion of hydrocarbons producing carbon dioxide, which leads to the greenhouse effect causing sea level rises, flooding and climate change…
• The greenhouse effect and the influence of human activity on it.
• Possible implications of increased greenhouse effect.
• 3. Illustrate how earth processes and human factors influence Earth’s climate, evaluate effects of climate change and initiatives that attempt to address those effects.

Related articles

Earth’s atmosphere

2024-09-02T07:00:00Z By Niall Begley

Stratospheric success guaranteed when you use this poster, fact sheet and resource with your 11–14 year-old learners

How to teach atmospheric chemistry at 14–16

2024-02-06T06:00:00Z By Martin Bluemel

Use these guiding questions to guarantee student understanding of this tricky topic

Life cycle assessment of fast-food containers

2024-02-05T04:00:00Z By Nina Notman

Examining the environmental impact of single-use takeaway packaging

No comments yet

Only registered users can comment on this article., more experiments.

‘Gold’ coins on a microscale | 14–16 years

By Dorothy Warren and Sandrine Bouchelkia

Practical experiment where learners produce ‘gold’ coins by electroplating a copper coin with zinc, includes follow-up worksheet

Practical potions microscale | 11–14 years

By Kirsty Patterson

Observe chemical changes in this microscale experiment with a spooky twist.

Antibacterial properties of the halogens | 14–18 years

By Kristy Turner

Use this practical to investigate how solutions of the halogens inhibit the growth of bacteria and which is most effective

• Contributors
• Email alerts

Site powered by Webvision Cloud

Science Fun

The Greenhouse Effect Weather Science Experiment

In this fun and easy weather science experiment, we’re going to explore and investigate the greenhouse effect. 

• Glass jar with a lid
• One teaspoon of water
• Sunny location outside

Instructions:

• Put the teaspoon of water in the jar.
• Tighten the lid securely so that no air can escape.
• Leave the jar in a sunny location for at least one hour.
• Small drops of water will form and cling to the side of the jar.

EXPLORE AWESOME SCIENCE EXPERIMENT VIDEOS!

How it Works:

The greenhouse effect is a process that occurs when gases in Earth’s atmosphere trap the Sun’s heat. This process makes Earth much warmer than it would be without an atmosphere, because without an atmosphere all the Earth’s heat would dissipate into outer space. The greenhouse effect is one of the things that makes Earth a comfortable planet on which to live. The lid on the jar acts as the atmosphere and simulates the greenhouse effect trapping heat in the jar and making it warmer than it would be without the lid. 

Make This A Science Project:

Try this experiment with a black piece of construction paper taped to the backside of the jar. Try adding ice to the jar. Try adding salt or food coloring to the water. Try removing the lid. 

EXPLORE TONS OF FUN AND EASY SCIENCE EXPERIMENTS!

SUBSCRIBE AND NEVER MISS A NEW SCIENCE FUN VIDEO!

previous experiment

Next experiment.

Choose an Account to Log In

Notifications

Science project, greenhouse effect.

The Earth's climate has changed many times in the past. Subtropical forests have spread from the south into more temperate (or milder, cooler climates) areas. Millions of years later, ice sheets spread from the north covering much of the northern United States, Europe and Asia with great glaciers. Today, nearly all scientists believe human beings are changing the climate. How can that be? Over the past few centuries, people have been burning more amounts of fuels such as wood, coal, oil, natural gas and gasoline. The gases formed by the burning, such as carbon dioxide, are building up in the atmosphere. They act like greenhouse glass. The result, experts believe, is that the Earth heating up and undergoing global warming . How can you show the greenhouse effect?

What do you need?

• Two identical glass jars
• 4 cups cold water
• 10 ice cubes
• One clear plastic bag
• Thermometer

What to do?

• Take two identical glass jars each containing 2 cups of cold water.
• Add 5 ice cubes to each jar.
• Wrap one in a plastic bag (this is the greenhouse glass).
• Leave both jars in the sun for one hour.
• Measure the temperature of the water in each jar.

What you'll discover!

In bright sunshine, the air inside a greenhouse becomes warm. The greenhouse glass lets in the sun's light energy and some of its heat energy. This heat builds up inside the greenhouse. You just showed a small greenhouse effect . What could happen if this greenhouse effect changed the Earth's climate? Another version of a greenhouse is what happens inside an automobile parked in the sun. The sun's light and heat gets into the vehicle and is trapped inside, like the plastic bag around the jar. The temperature inside a car can get over 120 degrees Fahrenheit (49 degrees Celsius).

For more about Global Climate Change, visit the State of California's Climate Change Portal at: http://www.climatechange.ca.gov .

Related learning resources

Add to collection, create new collection, new collection, new collection>, sign up to start collecting.

Bookmark this to easily find it later. Then send your curated collection to your children, or put together your own custom lesson plan.

Grade Level

Climate literacy principles, energy literacy principles, demos & experiments.

What Is the Greenhouse Effect?

Watch this video to learn about the greenhouse effect! Click here to download this video (1920x1080, 105 MB, video/mp4). Click here to download this video about the greenhouse effect in Spanish (1920x1080, 154 MB, video/mp4).

How does the greenhouse effect work?

As you might expect from the name, the greenhouse effect works … like a greenhouse! A greenhouse is a building with glass walls and a glass roof. Greenhouses are used to grow plants, such as tomatoes and tropical flowers.

A greenhouse stays warm inside, even during the winter. In the daytime, sunlight shines into the greenhouse and warms the plants and air inside. At nighttime, it's colder outside, but the greenhouse stays pretty warm inside. That's because the glass walls of the greenhouse trap the Sun's heat.

A greenhouse captures heat from the Sun during the day. Its glass walls trap the Sun's heat, which keeps plants inside the greenhouse warm — even on cold nights. Credit: NASA/JPL-Caltech

The greenhouse effect works much the same way on Earth. Gases in the atmosphere, such as carbon dioxide , trap heat similar to the glass roof of a greenhouse. These heat-trapping gases are called greenhouse gases .

During the day, the Sun shines through the atmosphere. Earth's surface warms up in the sunlight. At night, Earth's surface cools, releasing heat back into the air. But some of the heat is trapped by the greenhouse gases in the atmosphere. That's what keeps our Earth a warm and cozy 58 degrees Fahrenheit (14 degrees Celsius), on average.

Earth's atmosphere traps some of the Sun's heat, preventing it from escaping back into space at night. Credit: NASA/JPL-Caltech

How are humans impacting the greenhouse effect?

Human activities are changing Earth's natural greenhouse effect. Burning fossil fuels like coal and oil puts more carbon dioxide into our atmosphere.

NASA has observed increases in the amount of carbon dioxide and some other greenhouse gases in our atmosphere. Too much of these greenhouse gases can cause Earth's atmosphere to trap more and more heat. This causes Earth to warm up.

What reduces the greenhouse effect on Earth?

Just like a glass greenhouse, Earth's greenhouse is also full of plants! Plants can help to balance the greenhouse effect on Earth. All plants — from giant trees to tiny phytoplankton in the ocean — take in carbon dioxide and give off oxygen.

The ocean also absorbs a lot of excess carbon dioxide in the air. Unfortunately, the increased carbon dioxide in the ocean changes the water, making it more acidic. This is called ocean acidification .

More acidic water can be harmful to many ocean creatures, such as certain shellfish and coral. Warming oceans — from too many greenhouse gases in the atmosphere — can also be harmful to these organisms. Warmer waters are a main cause of coral bleaching .

This photograph shows a bleached brain coral. A main cause of coral bleaching is warming oceans. Ocean acidification also stresses coral reef communities. Credit: NOAA

Introduction to the Greenhouse Effect

Ask your students what they have heard about the greenhouse effect. Ask them to explain whether

they think it is a  good  or  bad  thing. Lead a short class discussion around this topic.

Without any greenhouse effect, Earth would be an inhospitable, frozen ball of ice. However, too much greenhouse effect, caused today as we burn fossil fuels, is warming our climate rapidly and causing numerous other problems.

The simulations or virtual labs described below allow your students to explore the greenhouse effect by doing simple "experiments" within computer-based models.

• Encourage your students to determine the basic relationship between the amount of greenhouse gases in the atmosphere and temperature (more greenhouse gases = higher temperature).
• the different behaviors of incoming photons of visible light as compared to outgoing infrared longwave photons
• the interactions between photons and greenhouse gases
• You can use these simulations in a whole-class setting with a SmartBoard or projector, you can have students work with the sims in small groups in class or in a computer lab, or you can assign these activities as homework.
• Allow 5-15 minutes of class time to explore any of the simulations described below.
• The simulation by the Concord Consortium uses HTML5 technology, so it runs on tablets as well as computers. The PhET simulation is available as a HTML5 prototype.

PhET - The Greenhouse Effect

This Java-based interactive was created by the  PhET project at the University of Colorado in Boulder, which has dozens of science education simulations.

• Go to PhET's " The Greenhouse Effect " page and click the Play button in the box at the top of the page.  Select Try HTML5 Prototype.
• Double click on the Photons image to launch the simulation, then click "Start Sunlight".
• Use the "Greenhouse Gas Concentration" slider control to vary the amount of greenhouse gases; observe the effect on temperature.
• Set the greenhouse gas concentration to "Lots", then observe the behaviors of the yellow photons representing sunlight and the red photons representing infrared emissions from Earth. Follow the paths of several photons of each type and report any differences you notice. [Yellow photons pass through atmosphere unimpeded. Many red photons get redirected back downward as they encounter greenhouse gases.]

The Concord Consortium - What is the Future of Earth's Climate?

This HTML5-based interactive is embedded in a lesson module created by  The Concord Consortium , a non-profit educational research and development organization based in Concord, Massachusetts.

• Go to the " What Is the Future of Earth's Climate? " lesson module on The Concord Consortium's web site.
• Click the "Launch Activity" button.
• Click the link to lesson 3, " Interactions within the atmosphere. "
• This lesson has six sections. You can click the small circles in the upper right to navigate to any of the sections. The greenhouse effect simulation is embedded, in a few slightly different forms, in several of the lesson segments.
• We suggest you use the version of the simulation embedded in  section 2  of the lesson, since it includes graphs of temperature and carbon dioxide concentration.
• Click the " Erupt! " button several times to add carbon dioxide to the atmosphere. Observe the effect on temperature.
• Click the " Remove CO 2 " button a bunch of times to remove most or all of the carbon dioxide from the atmosphere. Observe the effect on temperature.
• Use the " Follow energy packet " and " Follow CO 2 " buttons to focus in on individual photons and gas molecules to better understand their behaviors.

The Very Simple Climate Model Activity

This activity, developed by the UCAR Center for Science Education, uses a simple online model to help students learn about the relationship between average global temperature and carbon dioxide emissions.

• Go to The Very Simple Climate Model Activity , which includes detailed information about the using the model in the classroom. Instructions are provided for interactive discussions addressing three parts of working with the model: Learning how the model works, Testing different climate change scenarios, and Sharing results with peers.
• Select Practice Scenarios: Future Climate: Explore the Possibilities . This activity offers three emissions scenarios to use in the Very Simple Climate Model.
• Follow the instructions for each of the three scenarios to use the model to predict the future temperature change. Note the differences that you observe.

Have students explore resources that explain how the greenhouse effect works. Most of the resources listed below are videos or animations; a couple are annotated slide shows or readings.

• The Greenhouse Effect - reading from the UCAR Center for Science Education
• Why Greenhouse Gases Make the Planet Warmer - lively video (about 7 minutes long) of atmospheric science professor Scott Denning explaining the greenhouse effect, from the Changing Climates project at Colorado State University
• Greenhouse Gases ;- short video (2 minutes) from the seven-part " Climate Change, Lines of Evidence " series by the Board on Atmospheric Sciences and Climate of the National Research Council and the National Academy of Sciences
• The Greenhouse Effect - short (2 minutes), narrated animation from the U.S. Environmental Protection Agency; graphics and narration may be better suited for younger students
• Global Warming: The Physics of the Greenhouse Effect - short (2 minutes) video on PBS Learning Media using clips from the NOVA / FRONTLINE television series
• Earth’s Delicate Energy Balance - 4.5-minute video about the greenhouse effect, Earth’s energy budget, and climate change, including scientist interviews, from the California Academy of Sciences

Here are some assessment items about the greenhouse effect, as well as an answer key:

Explore the learning resources below for more about the greenhouse effect and energy in the Earth system.

Shop Experiment The Greenhouse Effect Experiments​

The greenhouse effect.

Experiment #24 from Earth Science with Vernier

Introduction

The greenhouse effect is a natural phenomenon that occurs due to solar radiation entering our atmosphere and interacting with specific atmospheric gases. When solar radiation reaches the upper layers of the atmosphere, short wavelength radiation passes through to the surface, while longer wavelength radiation is reflected back into space.

Gardeners take advantage of the greenhouse effect by using greenhouses to grow plants in cold weather. Because the air inside the greenhouse stays warmer than the outside air, plants that require warm weather can be grown in cold weather. This is possible because solar radiation from the sun passes through the glass of the greenhouse and becomes trapped. Solar radiation transforms into infrared (IR) radiation or heat energy and cannot pass back through the glass. With this heat trapped inside and the lack of mixing between the inside and outside air, the greenhouse stays consistently warm.

At night, the air above Earth’s surface cools, and energy is transferred from the land and water to the air. Gases in the atmosphere keep the heat from radiating back into space, causing the air to be warmer than it otherwise would be if there were no atmosphere. The gases most responsible for this effect, referred to collectively as greenhouse gasses, are water vapor, carbon dioxide, methane, and nitrous oxide.

• Use temperature probes to measure temperatures in a model greenhouse and a control.
• Use the results to make conclusions about the greenhouse effect.

Sensors and Equipment

This experiment features the following sensors and equipment. Additional equipment may be required.

Correlations

Teaching to an educational standard? This experiment supports the standards below.

Ready to Experiment?

Ask an expert.

Get answers to your questions about how to teach this experiment with our support team.

• Call toll-free: 888-837-6437
• Chat with Us
• Email [email protected]

Purchase the Lab Book

This experiment is #24 of Earth Science with Vernier . The experiment in the book includes student instructions as well as instructor information for set up, helpful hints, and sample graphs and data.

Teacher Resource Center

Pasco partnerships.

2024 Catalogs & Brochures

Greenhouse gases.

In this lab, students will create and study greenhouse gases in a closed system to observe how gases impact a system's heat retention.

Grade Level: High School

Subject: Environmental Science

Student Files

Teacher Files

Sign In to your PASCO account to access teacher files and sample data.

Watch Video

Create and study greenhouse gases in a closed system to observe how gases impact a system's heat retention. Supports PASCO's Agricultural Science Extension...

Featured Equipment

Agricultural Science Starter Bundle

The Agricultural Science Starter Bundle contains the sensors required to perform several experiments in the Agricultural Science Manual.

Wireless Temperature Sensor

The Wireless Temperature Sensor is a general-purpose sensor found in many science labs. With a rugged, waterproof design and a long-lasting battery, students can spend more time collecting data and less time dealing with equipment.

EcoZone System

3 interconnectable polycarbonate chambers for building your own ecosystems. Designed to easily integrate sensors for quantitative environmental measurements.

Agricultural Science Extension Lab Station

Includes wireless sensors and an EcoZone system to complement the wireless sensors in the Agricultural Science Starter Lab Station.

Agricultural Science Starter Lab Station

This Agriculture Starter Lab Station includes the wireless temperature, conductivity, colorimeter, carbon dioxide and pH sensors used to perform key lab activities from the Agricultural Science Lab Manual.

Many lab activities can be conducted with our Wireless , PASPORT , or even ScienceWorkshop sensors and equipment. For assistance with substituting compatible instruments, contact PASCO Technical Support . We're here to help. Copyright © 2018 PASCO

Source Collection: Lab #09

Agricultural Science Lab Manual

Source Collection: Lab #08

More Experiments

Advanced Placement

• Air Pollution and Acid Rain
• Insolation and the Seasons

High School

• Ocean Currents
• Determining Soil Quality

Middle School

• Program a Greenhouse Sense and Control System (Advanced)
• How a Greenhouse Works: Heat

• Sign in / Register
• Administration
• Edit profile

The PhET website does not support your browser. We recommend using the latest version of Chrome, Firefox, Safari, or Edge.