Campus Greenhouse Gas Emissions Inventory

Campus Greenhouse Gas Emissions Inventory
https://serc.carleton.edu/introgeo/campusbased/examples/greenhouseinv.html

Suzanne Savanick, Macalester College

Students conduct a greenhouse gas emission inventory for their college or university as a required part of the American College and University Presidents Climate Commitment.

This is a long-term project (12 to 14 weeks).

Learn more about Teaching Climate Literacy and Energy Awareness»

See how this Activity supports the Next Generation Science Standards»

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High School

Performance Expectations: 3

HS-ESS3-4: Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.

HS-ETS1-3: Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social, cultural, and environmental impacts.

HS-ETS1-4: Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem.

Disciplinary Core Ideas: 5

HS-ESS3.C2: Scientists and engineers can make major contributions by developing technologies that produce less pollution and waste and that preclude ecosystem degradation.

HS-ESS3.D1: Though the magnitudes of human impacts are greater than they have ever been, so too are human abilities to model, predict, and manage current and future impacts.

HS-ETS1.A2: Humanity faces major global challenges today, such as the need for supplies of clean water and food or for energy sources that minimize pollution, which can be addressed through engineering. These global challenges also may have manifestations in local communities

HS-ETS1.B : Developing Possible Solutions

HS-ETS1.C1: Criteria may need to be broken down into simpler ones that can be approached systematically, and decisions about the priority of certain criteria over others (trade-offs) may be needed

Cross Cutting Concepts: 10

Patterns, Cause and effect, Systems and System Models, Energy and Matter, Stability and Change

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Patterns, Cause and effect, Systems and System Models, Energy and Matter, Stability and Change

HS-C1.3: Patterns of performance of designed systems can be analyzed and interpreted to reengineer and improve the system.

HS-C1.4: Mathematical representations are needed to identify some patterns

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-C2.3: Systems can be designed to cause a desired effect.

HS-C4.3: Models (e.g., physical, mathematical, computer models) can be used to simulate systems and interactions—including energy, matter, and information flows—within and between systems at different scales.

HS-C4.4: Models can be used to predict the behavior of a system, but these predictions have limited precision and reliability due to the assumptions and approximations inherent in models.

HS-C5.2: Changes of energy and matter in a system can be described in terms of energy and matter flows into, out of, and within that system.

HS-C7.1: Much of science deals with constructing explanations of how things change and how they remain stable.

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.

HS-C7.4: Systems can be designed for greater or lesser stability.

Science and Engineering Practices: 15

Asking Questions and Defining Problems, Developing and Using Models, Planning and Carrying Out Investigations, Analyzing and Interpreting Data, Using Mathematics and Computational Thinking, Constructing Explanations and Designing Solutions, Engaging in Argument from Evidence, Obtaining, Evaluating, and Communicating Information

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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-P2.3: Develop, revise, and/or use a model based on evidence to illustrate and/or predict the relationships between systems or between components of a system

HS-P2.6: Develop and/or use a model (including mathematical and computational) to generate data to support explanations, predict phenomena, analyze systems, and/or solve problems.

HS-P3.1: Plan an investigation or test a design individually and collaboratively to produce data to serve as the basis for evidence as part of building and revising models, supporting explanations for phenomena, or testing solutions to problems. Consider possible confounding variables or effects and evaluate the investigation’s design to ensure variables are controlled.

HS-P3.4: Select appropriate tools to collect, record, analyze, and evaluate data.

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-P4.1: Analyze data using tools, technologies, and/or models (e.g., computational, mathematical) in order to make valid and reliable scientific claims or determine an optimal design solution.

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-P5.4: Use simple limit cases to test mathematical expressions, computer programs, algorithms, or simulations of a process or system to see if a model “makes sense” by comparing the outcomes with what is known about the real world.

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-P6.5: Design, evaluate, and/or refine a solution to a complex real-world problem, based on scientific knowledge, student-generated sources of evidence, prioritized criteria, and tradeoff considerations.

HS-P7.4: Construct, use, and/or present an oral and written argument or counter-arguments based on data and evidence.

HS-P8: Obtaining, Evaluating, and Communicating Information

Climate Literacy

This Activity builds on the following concepts of Climate Literacy.

Click a topic below for supporting information, teaching ideas, and sample activities.

Humans can take action

Energy Literacy

This Activity builds on the following concepts of Energy Literacy.

Click a topic below for supporting information, teaching ideas, and sample activities.

Notes From Our Reviewers The CLEAN collection is hand-picked and rigorously reviewed for scientific accuracy and classroom effectiveness. Read what our review team had to say about this resource below or learn more about how CLEAN reviews teaching materials
Teaching Tips | Science | Pedagogy | Technical Details

Teaching Tips

Requires a lot of instructor input and organization.
Schools should look to see if this has to be done at their campus, according to the American College and University Presidents Climate Commitment.

About the Science

Rigorous data-collection project for students.
Connects individual campus energy use to the larger issue of greenhouse gases.
Passed initial science review - expert science review pending.

About the Pedagogy

A truly investigative activity.
Excellent rubrics to assess student work are supplied.
Between the detailed calculator worksheets, website, and the SERC activity page, there are lots of materials for instructors to use.

This resource engages students in using scientific data.
See other data-rich activities

Technical Details/Ease of Use

Very little scaffolding for students and almost no background materials for instructors for calculator.
Download Campus Carbon Calculator beforehand-requires personal information.
Would be nice to have more than one tool for doing the calculations, however this tool is updated and presumably will continue to be updated.

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High School (see details)

High School

Performance Expectations: 3

Disciplinary Core Ideas: 5

Cross Cutting Concepts: 10

Science and Engineering Practices: 15

Grade Level

Regional Focus

Topics

Climate Literacy

Energy Literacy

Teaching Tips

About the Science

About the Pedagogy

Technical Details/Ease of Use

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