sCH4C CHEMISTRY, GRADE 12, COLLEGE PREPARATION...sCH4C CHEMISTRY, GRADE 12, COLLEGE PREPARATION overview: environmental education opportunities in grade 12 chemistry Greenhouse gases

EcoSchools Canada: Connections to Climate Change in Grade 11 and 12 Science (University/College Prep) 1

sCH4C

CHEMISTRY, GRADE 12, COLLEGE PREPARATION

overview: environmental education opportunities in grade 12 chemistry

Greenhouse gases are compounds that can be used to teach key ideas, such as covalent bonding, concentration of gases, products of combustion, solubility as a property, and strategies to alter the pathways of production to mitigate levels of emissions.

Curriculum Expectations Matter and Qualitative Analysis: C2.2 Chemical Calculations: E1.1, E1.2, E2.4, E3 Organic Chemistry: C1, C2, C3, C1.1, C1.2, C2.2, C2.4, C2.6, C3.1, C3.4

gUiding QUestions questions learning concepts

How do bonding theory and Lewis structures inform us about the properties of greenhouse gas compounds?

CFCs and methane bond molecularly rather than ionically; therefore, they don’t break down in water and remain “intact” in the atmosphere. Lewis structures of CO2, H2CO3, and HCO3 show how water reacts with CO2 to form carbonic acid.

What are the concentrations of various GHGs in the atmosphere?

Use examples of GHGs to explain the concentration of gases in terms of ppm and ppt.

Compare the concentrations of different substances found in the atmosphere and identify how these contribute to climate change.

How does burning coal contribute to climate change? How do various types of coal differ? How quickly do the products of coal combustion recycle in natural systems?

Coal-burning power generators are seen as inefficient producers of electricity in Ontario, but in other parts of the world, coal remains a significant source of energy. Coal is not a pure substance, but a mixture of substances. This means that different coals produce a variety of compounds and emissions.

2 EcoSchools Canada: Connections to Climate Change in Grade 11 and 12 Science (University/College Prep)

questions learning concepts

What is the solubility of CO2? How do oceans act as carbon sources or carbon sinks? How much CO2 can be dissolved? What conditions affect the concentration of CO2 in the oceans?

The solubility of CO2 is a property that can be explored through scientific inquiry. As pressure increases, more CO2 is dissolved. Deep ocean water can act as a sink for CO2 removed from the atmosphere.

Calcium carbonate, and carbonate minerals in general, move carbon dioxide from the biological time scale into the geological time scale. Mineral carbonates thus act as sinks for carbon dioxide.

What are the names and properties of GHGs and other hydrocarbons used in the manufacture or disposal of consumer products?

Hydrocarbons, often in the form of fossil fuels, are the raw material for many consumer products such as plastics. Manufacturing and energy use both produce GHGs.

How do these compounds contribute to climate change?

Consider a specific example of commercial manufacturing. This example can then provide a context for studying the various chemical reactions that take place when creating the product. The production of GHGs as waste products can also be identified. Some students may become interested in exploring ways to reduce the production of these climate-changing gases.

links to ecoschools - energy conservationCompare the efficiency of various energy sources, as well as the relative amounts of GHGs that are released from each. Identify the main sources of energy for the school and monitor/track the school’s energy usage over the course of the year. Explain how reducing energy consumption within the school relates directly to GHG emissions.

What can people do to mitigate or lessen GHG production? What measures can governments take to ensure a healthy environment?

In addition to identifying strategies currently in use, students can learn about the Canadian government’s position on the Kyoto Protocol and explore the innovations in technology that are receiving research and development funding. The commitment to reduce carbon emissions is matched by the desire to support new ideas and technologies that can help Canadian consumers and manufacturers, as well as people in other parts of the world (the principle of “technology transfer”).

links to ecoschools - environmental stewardshipDiscuss the various GHGs that are released from the combustion of fossil fuels. Implement an anti-idling campaign or walk-to-school program to decrease the amount of GHGs that are released to the atmosphere through the combustion of gasoline.

Identify the GHGs and other hydrocarbons used in the manufacture and disposal of single-use water bottles. Initiate a reusable water bottle or “Take Back the Tap” campaign.

SCH4C: CHEMISTRY, GRADE 12, COLLEGE PREPARATION



learning aCtivity: Co2 driven oCean aCidifiCation

Chemistry Grade 12 College & University Preparation

OverviewIn this learning activity, students explore the interactions among atmospheric carbon dioxide, the ocean, and aquatic life. Students conduct in-class experiments to simulate carbon dioxide uptake in oceans and the

resulting impacts of ocean acidification on the shells of aquatic organisms. Note: shells used in this experiment are non-living mussel or oyster shells

Curriculum Expectations College Prep: Overall Expectations: A1, B1, F2, F3

Specific Expectations: A1.1, A1.2, A1.4-A1.6, A1.8, A1.10-A1.13, B1.1, F2.1, F2.2, F3.2, F3.5, F3.7

University Prep: Overall Expectations: A1, E1Specific Expectations: A1.1, A1.2, A1.4-A1.6, A1.8, A1.10-A1.13, E1.2

Recommended Class Time: 5-6 periods• Experiment – 3-4 periods

• During the first period conduct the first CO2 experiment• The following period set up and begin the second experiment on

ocean acidification impacts on aquatic shells (non-living)• Continue to monitor the shells and add treatment (less than 10 minutes total)

every period for the next week• Analysis – 2 periods

• Provide one work period for the analysis of each experiment

teaching and learning strategies: prior learning

Prior LearningThis task requires students to have a basic understanding of equilibrium reactions, pH, acid and bases, and trends in atmospheric CO2.

Fundamental SkillsStudents need to be able to follow experimental protocol, collect and graph quantitative data and make connections to real world problems.

Systems AnalysisStudents need to be able to identify parts of a system and connections between or among systems. In particular, students need to be able to identify relevant outputs from human systems, such as CO2 emissions, that act as inputs into one or more other systems, such as ocean chemical composition.



teaching and learning strategies: student tasks

1st Experiment: CO2 Ocean Acidification

Materials: (per group) Drinking straws pH meter or pH strips Two containers - one with a cover, the other without Sea water (35g sea salt per 1L of tap water) Floating candles

Protocol1. Assemble the experimental apparatus as shown below (Figure 1).2. Measure and record the initial pH of both containers.3. In the lidded container place a floating candle in the container and seal the container.

The candle will extinguish by itself after a few seconds.4. Record the pH in the lidded container after 15 minutes and 30 minutes.5. In the open container, blow in the straw every 5 seconds over the course of 5 minutes.6. Record the pH in the open container every 30 seconds.

Analysis Graph results of the two CO2 scenarios. Describe the chemical reactions occurring. How did the pH change over time? Why did this occur?

Use chemical reactions to support your answer. How did the two CO2 treatments compare

in terms of pH results? Explain.

Figure 1. The picture on the left depicts the closed container system with a floating candle. The right picture depicts the open container system with a straw for CO2 input.



2nd Experiment : Ocean Acidification and Aquatic Shells

Materials Drinking straws Sea water (35g sea salt per 1L of tap water) pH meter or strips clam or mussel shells (non living) Containers (no cover needed)

Protocol1. Make hypotheses regarding:

a. The change in weight of the shellb. The change in appearance of the shellc. The change in pH of the seawater

2. Weigh the shell and record to two decimal places.3. Assemble experimental apparatus as shown in Fig 2.4. Record the pH of the sea water.5. Record observations of the shell’s appearance

(take photos if possible).6. Blow in the straw every 5 seconds for 2 minutes.7. Repeat steps 4 to 6 every day over the course of seven days.8. Weigh and record the final weight of the shell.

Analysis Was your hypothesis supported? Explain. How did the weight and appearance of the

shell change over time? Why did this occur?

What are the two chemical equilibriumreactions that are involved? Be sure tobalance the equations.

Extension Letter Writing Campaign

• Have students write a letter to theirMP stating their findings on CO2, oceanacidification and the health of aquatic

organisms. • Have students brainstorm ways to reduce

CO2 emissions and include these ideas intheir letter.

Source: Jamous, M. 2010. Atmospheric CO2 can produce ocean acidification. Retrieved from www.carboeurope.org/education/indoorhands.php

Acknowledgements: Marc Jamous from Le Laboratoire des Sciences du Climat et l’Environnement (LSCE)

Appendix 1.1 Experiment 1 & 2 Student Worksheets 1.2 Sample Results from Experiment 1 1.3 Sample Results from Experiment 2

Figure 2. Open container system with shell, sea water, straw and pH meter.

Resources: www.whoi.edu/home/oceanus_images/ries/calcification.html



Time (seconds) 30 60 90 120 150 180 210 240 270 300

pH

I predict pH of the sea water will increase/decrease by ________ units per day

I predict the appearance of the shell will/will not change.

I predict the weight of the shell will increase/decrease by _______ g over 7 days

Day pH Observations

1 Weight _____ g

2

3

4

5

6

7 Weight _____ g

Time (minutes) 15 30

pH

aPPendix1.1 Experiment 1 & 2 Student Worksheets

Experiment 1Straw CO2 Treatment

Experiment 2Straw CO2 Treatment

1.2 Sample Results from Experiment 1

Observation Chart

Floating Candle CO2 Treatment

Graph depicts the pH change of sea water that is exposed to 200s of CO2 treatment using the straw method

9

8

7

60 50 100

time (seconds)

ph

150 200


Resourcesin the bear pit – negotiating a simulated un treatyIn the Bear Pit – Negotiating a Simulated UN

Treaty is based on the Kyoto conference but does

not replicate the Kyoto proceedings or outcomes.

A simulation of the United Nations Framework

Convention on Climate Change (UNFCCC)

provides an opportunity for students to address

global climate change using an international

perspective. The round-table process is a means of

arriving at a consensus. In this activity, students

will be assigned to a party in which they will

develop a party profile and present some key

positions. (Source: Pembina Foundation)

http://social20.greenlearning.ca/s14-activity.php

Climate Changes: Chemistry 20 This resource supports an examination of global climate change as part of

the gravimetric stoichiometry unit in high school chemistry. It consists of three core activities and suggestions for extended learning designed to illustrate, in concrete terms, the connection between the combustion of fossil fuels and carbon dioxide emissions, as well as the impact that science, technology, and society have on the issue of climate change. (Source: Inside Education) www.insideeducation.ca/sites/default/files/chem20.pdf

broken link? Google search “InsideEducation” > Classroom Resources > High

School > Climate Change > Download Climate Changes; Chemistry 20

broken link? Google search “GreenLearning”> Lessons and activities > Social

Studies 20 – Sustainable Futures for a Small Planet > Start Social Studies 20! > Activities > 14. In theBear Pit > Student Activity

reCommended resoUrCe


This resource is an adaptation of the EcoSchools Climate Change in Grade 11 and 12 Science

produced by the Toronto District School Board (TDSB). The TDSB has donated this

resource to the Ontario EcoSchools Program as part of its in-kind contribution to the project.

project partners

www.ecoschools.ca

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sCH4C CHEMISTRY, GRADE 12, COLLEGE PREPARATION...sCH4C CHEMISTRY, GRADE 12, COLLEGE PREPARATION overview: environmental education opportunities in grade 12 chemistry Greenhouse gases