Climate Change Chemistry
Contributors
Summary
This curriculum unit is focused on exploring the scientific concepts of climate change, specifically within the field of chemistry. The unit aims to provide students with a foundational understanding of the chemistry involved in climate change models, predictions, and policy. The focus is on removing political connotations associated with the term “greenhouse gases” and restoring its scientific meaning.
To effectively teach climate change, teachers should have a strong understanding of the science behind it, as well as the historical and societal contexts surrounding the issue. They should also be equipped to address potential controversy and skepticism from students and parents, while maintaining a neutral and evidence-based approach to the topic.
This unit may also be used in conjunction with Beyond Benign’s Synthesis of Biodiesel lab: https://www.beyondbenign.org/lessons/synthesis-of-biodiesel/
Unit Overview:
Lesson 1: Examining Opinions on Climate Change
• This lesson aims to encourage open and respectful discussion of diverse perspectives on climate change.
• Through the discussion, students will have the opportunity to explore scientific information and develop informed opinions based on the available evidence.
Lesson 2: Chemistry and Climate Change
• Students model atmospheric gases and compare their movement and bond interactions to non-greenhouse gases.
• Students learn how IR radiation interacts with greenhouse gases.
• Students look at global warming potential (GWP) numbers and identify the greenhouse gases that most need to be remediated.
• Students learn about hydrofluorocarbons (HFCs) and evaluate an invention designed to make refrigeration more sustainable.
Part 3: Greenhouse Gases and Temperature
• Understand the role of atmospheric gases in affecting the Earth's atmosphere.
• Conduct experiments to test the effects that infrared light has on different atmospheric gases (O2, N2, and CO2)
• Share their data with the class and compile a class average.
• Apply the principles of green chemistry to the experiment.
Part 4: Climate Chemistry Extension: Ice Core Chemistry Project
• Students construct ice cores over time and bring them into school to share and discuss. Students write an “ice core story” that explains their ice core and how and the significance of the substances that they used to symbolize these time periods.
• Students participate in a reading exercise regarding how ice cores are used by climate scientists and answer questions based on their reading.
To effectively teach climate change, teachers should have a strong understanding of the science behind it, as well as the historical and societal contexts surrounding the issue. They should also be equipped to address potential controversy and skepticism from students and parents, while maintaining a neutral and evidence-based approach to the topic.
This unit may also be used in conjunction with Beyond Benign’s Synthesis of Biodiesel lab: https://www.beyondbenign.org/lessons/synthesis-of-biodiesel/
Unit Overview:
Lesson 1: Examining Opinions on Climate Change
• This lesson aims to encourage open and respectful discussion of diverse perspectives on climate change.
• Through the discussion, students will have the opportunity to explore scientific information and develop informed opinions based on the available evidence.
Lesson 2: Chemistry and Climate Change
• Students model atmospheric gases and compare their movement and bond interactions to non-greenhouse gases.
• Students learn how IR radiation interacts with greenhouse gases.
• Students look at global warming potential (GWP) numbers and identify the greenhouse gases that most need to be remediated.
• Students learn about hydrofluorocarbons (HFCs) and evaluate an invention designed to make refrigeration more sustainable.
Part 3: Greenhouse Gases and Temperature
• Understand the role of atmospheric gases in affecting the Earth's atmosphere.
• Conduct experiments to test the effects that infrared light has on different atmospheric gases (O2, N2, and CO2)
• Share their data with the class and compile a class average.
• Apply the principles of green chemistry to the experiment.
Part 4: Climate Chemistry Extension: Ice Core Chemistry Project
• Students construct ice cores over time and bring them into school to share and discuss. Students write an “ice core story” that explains their ice core and how and the significance of the substances that they used to symbolize these time periods.
• Students participate in a reading exercise regarding how ice cores are used by climate scientists and answer questions based on their reading.
Safety Precautions, Hazards, and Risk Assessment
• 6% hydrogen peroxide is more concentrated than that used for disinfection and may cause skin irritation. Gloves and safety goggles are recommended.
• In Experiment 2, students with impaired breathing should not breathe into the bag to trap CO2. Only one student should breathe into each bag.
• Instruct students to only use materials they are confident are safe. Emphasize the use of edible materials and avoid using chemical cleaners or other household chemicals.
• In Experiment 2, students with impaired breathing should not breathe into the bag to trap CO2. Only one student should breathe into each bag.
• Instruct students to only use materials they are confident are safe. Emphasize the use of edible materials and avoid using chemical cleaners or other household chemicals.
Digital Object Identifier (DOI)
https://doi.org/10.59877/UZHD1598
File (PDF, PPT, image, etc)
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.