Why is there so much preoccupation with atmospheric CO2 concentrations and reducing anthropogenic CO2 emissions when it is well documented in the peer-reviewed scientific literature that the CO2 contribution to the overall greenhouse effect is so weak that it can be easily supplanted by small changes in clouds and water vapor, or natural climate-changing constituents?


Thursday, 12 May 2016

Pop-Bottle Pseudo-Science for Climate-Scaremongering in the Classroom

The use of misleading experiments with glass boxes, jars or pop bottles in classrooms has been happening for a while: The experiment as presented by Al Gore and Bill Nye “the science guy” is a failure, and not representative of the greenhouse effect related to CO2 in our atmosphere. '

One correspondent to a Canadian web-based news magazine recently reacted to this sort of insidious nonsense with a powerful letter. Reproduced below from 'My Kawartha.com' :

Pop bottle science ‘grossly exaggerates’ CO2

Kawartha Lakes This Week
To the editor:
Re: pop bottle science. One of the half dozen ways in which the proponents of what is increasingly known worldwide as “the global warming hoax” violate the basic fundamentals of scientific procedure is the selective manipulation and distortion of basic data.
The recent letter succeeds in providing a most graphic example of such blatant violation.
The writer refers to a so-called “science class experiment” in which a comparison of heat retention is supposedly demonstrated with pop bottles. He conveniently omitted the fact that the concentration of pure CO2 was 2,500 times higher than in the atmosphere.
Since the molecular weight of CO2 is approximately 50 per cent higher than that of the components of air, the single CO2 molecule within the other 2,500 molecules in air would have a tendency to absorb more heat, but to an overall negligible effect.
The use of pure CO2 in the CO2 pop bottle therefore exaggerates the heat retention effect of the CO2 by 2,500 times.
 I find this intentional attempt to grossly exaggerate the effect of CO2 to be appalling and disgraceful. It is disturbing that such deceitful measures are actually used in classrooms
This leads me to have serious questions regarding the ethics of any teachers agreeing to such practises, as well as all global warming alarmists in general. Snider suggests that this farcical “experiment” should be performed in local schools. I would hope that our local teachers place a higher value on ethics and respect for their students.
James Lindsay


Here is more criticism of such experiments from Roy Spencer: 'So, science teachers beware. Those greenhouse effect experiments are junk. Do not try them at home.'

An academic shredding of misleading classroom experiments purporting to demonstrate the so-called greenhouse effect is given here:  http://rtobin.phy.tufts.edu/Wagoner%20AJP%202010.pdf

Meanwhile, in the adult world of politics, I see this encouraging headline:

'Public turning against climate alarmists as more evidence of fraud emerges'
Here's hoping this will happen in our schools as well. 


  1. This should be a part of education system..

  2. All these so-called "experiments" get it totally wrong. They employ short-wavelength IR, from lamps or radiant heaters. It's long-wavelength IR which is involved in absorption by CO2, and the molecules absorb the energy as internal vibrations, and not kinetic energy, so there's no temperature increase. The molecules emit long-wave IR at exactly the same frequency/wavelength as was absorbed - a quantum effect.

    What these amateur scientists are observing is the container absorbing the SW IR, typically glass which doesn't transmit SW IR in any case, which in turn warms the gas inside. A little knowledge can make fools of a lot of people.