Sophia Vatistas, Northwestern University
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Activity takes three to five 50-minute class periods. Access to a chemistry lab is necessary.Learn more about Teaching Climate Literacy and Energy Awareness»
See how this Activity supports the Next Generation Science Standards»
High School: 1 Performance Expectation, 2 Disciplinary Core Ideas, 8 Cross Cutting Concepts, 10 Science and Engineering Practices
About Teaching Climate Literacy
Other materials addressing 7d
4.7 Different sources of energy have different benefits and drawbacks.
5.5 Political factors.
2.6 Greenhouse gases affect energy flow.
Excellence in Environmental Education Guidelines
Other materials addressing:
C) Collecting information.
Other materials addressing:
B) Changes in matter.
Notes From Our Reviewers
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Teaching Tips | Science | Pedagogy |
- While the lesson states that it relates to Climate Literacy Essential Principle 6 (Human activities are impacting the climate system), activity does not explicitly address the content of this standard - the educator will need to overtly connect the lesson to these ideas.
About the Science
- Lecture video from Dr. Sally Benson, "Carbon Dioxide Capture and Sequestration: Hype or Hope," serves as additional background at a level that is most appropriate for educators or undergraduate students only.
- Comments from expert scientist: Clear material, good descriptions of the activity, varying material to keep students interested. Real world relevancy (carbon capture) and a good mix of hands on and internet research.
About the Pedagogy
- Lesson is linked to Illinois State Standards.
- Students need to have prior experience with stoichiometry, limiting reactants, and should be able to write and balance chemical equations.
- A complete set of instructions in this guided inquiry lesson provides students with illustrations to complete the experiments.
Technical Details/Ease of Use
- Link on p.23 of the lesson is incorrect. The correct link to the interactive activity Capturing Carbon Where do We Put It? is here: http://www.pbs.org/wgbh/nova/teachers/tech/carbon-sink.html
Related URLs These related sites were noted by our reviewers but have not been reviewed by CLEANhttp://www.pbs.org/wgbh/nova/teachers/tech/carbon-sink.html
Next Generation Science Standards See how this Activity supports:
Performance Expectations: 1
HS-PS1-5: Apply scientific principles and evidence to provide an explanation about the effects of changing the temperature or concentration of the reacting particles on the rate at which a reaction occurs
Disciplinary Core Ideas: 2
HS-PS1.A4:A stable molecule has less energy than the same set of atoms separated; one must provide at least this energy in order to take the molecule apart.
HS-PS1.B3:The fact that atoms are conserved, together with knowledge of the chemical properties of the elements involved, can be used to describe and predict chemical reactions.
Cross Cutting Concepts: 8
HS-C1.3:Patterns of performance of designed systems can be analyzed and interpreted to reengineer and improve the system.
HS-C2.2:Cause and effect relationships can be suggested and predicted for complex natural and human designed systems by examining what is known about smaller scale mechanisms within the system.
HS-C3.1:The significance of a phenomenon is dependent on the scale, proportion, and quantity at which it occurs.
HS-C3.5:Algebraic thinking is used to examine scientific data and predict the effect of a change in one variable on another (e.g., linear growth vs. exponential growth).
HS-C4.1:Systems can be designed to do specific tasks.
HS-C5.1:The total amount of energy and matter in closed systems is conserved.
HS-C6.1:Investigating or designing new systems or structures requires a detailed examination of the properties of different materials, the structures of different components, and connections of components to reveal its function and/or solve a problem.
HS-C7.2:Change and rates of change can be quantified and modeled over very short or very long periods of time. Some system changes are irreversible.
Science and Engineering Practices: 10
HS-P1.6:Ask questions that can be investigated within the scope of the school laboratory, research facilities, or field (e.g., outdoor environment) with available resources and, when appropriate, frame a hypothesis based on a model or theory.
HS-P1.8:Define a design problem that involves the development of a process or system with interacting components and criteria and constraints that may include social, technical, and/or environmental considerations. ￼
HS-P2.1:Evaluate merits and limitations of two different models of the same proposed tool, process, mechanism or system in order to select or revise a model that best fits the evidence or design criteria.
HS-P3.6:Manipulate variables and collect data about a complex model of a proposed process or system to identify failure points or improve performance relative to criteria for success or other variables.
HS-P4.6: Analyze data to identify design features or characteristics of the components of a proposed process or system to optimize it relative to criteria for success.
HS-P5.2:Use mathematical, computational, and/or algorithmic representations of phenomena or design solutions to describe and/or support claims and/or explanations.
HS-P5.5:Apply ratios, rates, percentages, and unit conversions in the context of complicated measurement problems involving quantities with derived or compound units (such as mg/mL, kg/m3, acre-feet, etc.).
HS-P6.2:Construct and revise an explanation based on valid and reliable evidence obtained from a variety of sources (including students’ own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future.
HS-P7.1:Compare and evaluate competing arguments or design solutions in light of currently accepted explanations, new evidence, limitations (e.g., trade-offs), constraints, and ethical issues
HS-P7.5:Make and defend a claim based on evidence about the natural world or the effectiveness of a design solution that reflects scientific knowledge and student-generated evidence.