One interest in the persuasive services project is how CO2 information is presented. We have explored existing examples, different efforts and strategies for making the information easier to understand and more persuasive, and organized them into three different general groups based on the strategy used:
A. Comparing with a baseline

A common strategy is to put the quantitative information in context by using a baseline into which the data is compared.
This baseline can be just a way to improve the readability and have a sense of scale as for instance in Dopplr, where the emissions are presented graphically in bars so it is easier to see the scale differences.
The baseline can also be normative, comparing the emissions with an ideal or recommended behavior. One example is in the WWF carbon calculator where your result is presented in relation of how many planets would be needed if everyone lived like you. There is a recommended goal (living under “one planet” footprint) and the carbon information is presented in relation to it.
B. Comparing with other CO2 emissions
Another way to make the information easier to grasp is to translate it into the equivalent of another unit we can relate better to, e.g. the hours a light bulb have to be on for emitting such amount. An analogy often used is to use trees, translating CO2 information into the number of trees that would be needed to absorb it.
Dopplr uses this strategy in their yearly report sent to the users by email with aggregated information from their trips. It compares your carbon footprint with how much driving a Hummer during a year emits (How many kilometers of driving is not specified).

Another example can be seen in the polemic around Google search energy use. The Sunday Times published that two searches accounted for 7 grams of CO2, as much as boiling water for a cup of tea. The story was then refuted, but the use of the analogy of the cup of tea was a success, making the information much easier to grasp that the sole 7 grams. This success can be seen in the proliferation afterward of stories such as “A Google or a Cup of Tea: which warms the globe the most?” and can be seen as representative of the power of translating abstract information into everyday concepts to which we can relate.
This strategy has been also adopted with persuasive intents in marketing. Volkswagen used an iPhone application for demonstrate how little their new eco-fuel model emitted. The user blows in the microphone and it calculates how many kilometers the car can travel emitting the same CO2 as your breathing. Jazzcalculator a web service also from Volkswagen follows the same concept. It compares the CO2 emitted by traveling to the number of hours that a jazz band needs to play for emitting that (based on their breathing volume). For instance a trip of 200km emits 4,14kg of CO2 that equals 6:56 hours of jazz jamming (see figure 3).
C. Linking with the physical world
Carbon dioxide is invisible and odorless. When referring to emissions a measurement of weight is used, but this is not an easy understandable unit for a gas. Then another abstraction exists in that CO2 is just a cause of the problem, climate change, and its connection is not straightforward at the level of individual actions. These abstractions make the information difficult for users to understand. Different persuasive attempts have tried to close the gap by connecting the information with the physical world and with the consequences.

An example of trying to make emissions more physically visible is a WWF campaign where a cloud shaped black bag was attached to a car. The car was running during a day filling the bag with the exhaust making the emissions visible.
Sea level rise is one of the consequences of expected global warming. Even if it is not possible to link quantitative with individual actions it is possible to raise awareness about the connection. One example is this stunt in a bridge in Amsterdam, pointing out that driving will help water to reach that high level.
So..
The above examples show a trend to transform carbon dioxide into units that are easier for users to grasp. These alternative representations can be seen as a way to get around the fact that most people have poor carbon literacy. By using representations that users can relate to – things and actions encountered in everyday life – a greater understanding of climate impact can be achieved. We used these ideas as input for creating our application carbon.to
If you know more examples, please put comment and put the links!