Stefani Hines, National Institute of Environmental Health Sciences
Activity takes about 60-90 minutes to complete. Additional materials necessary.Learn more about Teaching Climate Literacy and Energy Awareness»
See how this Activity supports the Next Generation Science Standards»
High School: 1 Disciplinary Core Idea, 1 Cross Cutting Concept, 3 Science and Engineering Practices
About Teaching Climate Literacy
Other materials addressing 5b
Notes From Our Reviewers
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About the Science
- Student groups conduct a set of acid-base experiments to see what could happen to the pH of the ocean as carbon dioxide levels rise in the atmosphere.
- While these experiments do not show how carbon dioxide is dissolved into the ocean, they do demonstrate the relevant chemistry.
About the Pedagogy
- Student worksheet at http://oceanservice.noaa.gov/education/pd/climate/teachingclimate/acid_base_chemistry_student.pdf
- The experiments in this resource show how acid-base chemistry is relevant to understanding how excess carbon dioxide in the atmosphere contributes to the acidification of the ocean and its impact on corals and humans.
Technical Details/Ease of Use
- Links to key article (In Hot Water...) and other resources listed in the student and teacher guides do not work as of 11/2016. Some resources may need to be supplemented with others.
- The "In Hot Water" article referred to in the activity is available here https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2453177/
- Both the Student's and Teacher's Guides are well done. They are well organized and provide appropriate background materials for students and guidance for teachers.
Related URLs These related sites were noted by our reviewers but have not been reviewed by CLEAN
Next Generation Science Standards See how this Activity supports:
Disciplinary Core Ideas: 1
HS-LS2.C2:Moreover, anthropogenic changes (induced by human activity) in the environment—including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change—can disrupt an ecosystem and threaten the survival of some species.
Cross Cutting Concepts: 1
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.
Science and Engineering Practices: 3
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-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-P6.1:Make a quantitative and/or qualitative claim regarding the relationship between dependent and independent variables.