I love the way your wrote this. However, I think you are missing important information to the reader. While you're article can largely be summed up with a study of "rate of change", "slope of a tangent line", "rise over run", etc., I think you are emphasizing the wrong graph. You have plotted the likelihood of collision, but don't give any weight to those collisions. You've eluded to it, and perhaps some readers with background knowledge will understand what you are saying, but most people don't know what colors, bands, or wavelengths of invisible light are, or what that even means. Perhaps expand your graphs with the potency of methane, CFCs, etc. as compared to CO2. Answer the question: why does methane trap more heat than CO2, pound for pound? Or, put another way, if CO2 and methane were equal parts in the atmosphere, which would cause more heat to be trapped? (Keep in mind, equal compound counts are not the same as equal weights of those compounds, so explain appropriately).
All in all, I like the direction, the graphics, and the analogies. I think this could be a great teaching article if it was expanded.
I love the way your wrote this. However, I think you are missing important information to the reader. While you're article can largely be summed up with a study of "rate of change", "slope of a tangent line", "rise over run", etc., I think you are emphasizing the wrong graph. You have plotted the likelihood of collision, but don't give any weight to those collisions. You've eluded to it, and perhaps some readers with background knowledge will understand what you are saying, but most people don't know what colors, bands, or wavelengths of invisible light are, or what that even means. Perhaps expand your graphs with the potency of methane, CFCs, etc. as compared to CO2. Answer the question: why does methane trap more heat than CO2, pound for pound? Or, put another way, if CO2 and methane were equal parts in the atmosphere, which would cause more heat to be trapped? (Keep in mind, equal compound counts are not the same as equal weights of those compounds, so explain appropriately).
All in all, I like the direction, the graphics, and the analogies. I think this could be a great teaching article if it was expanded.