| The Climate Change lesson area is designed to introduce students and teachers to the causes and effects of Global Warming.
|
| Mauna Loa in the Classroom |
| When CO2 collection began at Mauna Loa in 1958, the world was not yet aware of the issue of Climate Change. Years of data collection led to the "Keeling Curve," global collectionss, and comparisons. Through this lesson, students can share in some fo teh scientific discoveries and draw their own conclusions about CO2 levels over time. |
| What do Concentrations Mean? |
| Certain gases, such as the greenhouse gases (for example, carbon dioxide, water vapor, methane, and ozone), occur in the atmosphere in miniscule amounts. In this activity, students will use a dilution experiment to understand the concept of part-per-million (ppm) and part-per-billion (ppb) measurements. Through discussion, they will be able to relate these dilutions to concentrations of gases in our atmosphere. |
| Human Activity and Climate Change |
| The concentrations of greenhouse gases GHG are increasing. The emissions are not uniformly distributed globally. Most of the emissions come from the more developed countries, where power generation, power consumption, and living standards are highest.
In this activity, students will examine graphs of GHG emissions and their increases associated with human activity. They will focus on CO2, CH4, N2O, CFCs, and O3. Students will calculate some personal contributions to CO2 emissions.
|
| What is the Carbon Cycle? |
| The attributes of the remarkable carbon atom make possible the existence of all organic compounds essential to life on earth.
In this exercise, students will explore the carbon cycle and be able to identify carbon sources, sinks, and release agents.
From The National Center for Atmospheric Research and the UCAR Office of Programs http://www.ucar.edu/learn/1_4_2_14t.htm
|
| CO2 Emissions from Burning Fossil Fuels |
| The energy content of coal varies depending on the water content and sulfur contaminates within the coal. Burning coal produces the greenhouse gasses such as carbon dioxide. In addition, the burning of coal produces sulfur dioxide and nitrogen oxides which contribute to smog and acid rain. This laboratory experiment measures CO2 emissions from various types of coal using CBL probes and graphing technologies. Using a Bunsen burner, a ring stand and wire gauze, four types of coal are burned, the gaseous material entrapped using an inverted funnel.
Adapted from: Woodrow Wilson Leadership Program in Environmental Science, The Emission of CO2 from the Burning of Fossil Fuels by: Childers, Dileo & Hall
|
| Where in the World is Carbon Dioxide? |
| Carbon dioxide (CO2) provides the bubble in your soda pop and the "rise" in your baked goods. But it is also a very significant greenhouse gas. CO2 is important in maintaining the earth's average temperature of about 15°C (59°F). This laboratory experiment will help to explain the concepts of 'sources' and 'sinks' as they relate to CO2.
From The National Center for Atmospheric Research and the UCAR Office of Programs (http://www.ucar.edu/learn/1_4_2_17t.htm)
|
| CT CAPT Embedded Performance Tasks |
| The Connecticut Department of Education publishes Curriculum Embedded Tasks for teachers to use in preparing their students for statewide testing. The following are the state materials related to energy. |
| Stabilization Wedges Game |
| This lesson and game was created to emphasize the need for early action in order to find solutions to the greenhouse gas problem. This game introduces the concept that no single action will be sufficient and only through a combination of many actions will a doubling of atmospheric carbon dioxide over the next 50 years be avoided.
Adapted from: Stabilization Wedges: A Concept and Game |
| The Carbon Cycle Game |
| By rolling a die, students will simulate a molecule of carbon's movement throughout various sinks and sources within the carbon cycle |
| Your Source of Energy |
| The first part of this activity allows students to explore the role the sun plays in proving much of the earth's energy, connecting the energy they use with their daily lives. The second part asks students to locate sites of electric generation in Connecticut. Through a data activity with an Energy Information Administration (EIA) data sheet student will better understand Connecticut's energy sources, generation locations, and issues of plant age and size affect electric generation in the state. |
| Ecological Footprint |
| The Ecological Footprint measures the amount of renewable and nonrenewable resources that are used by our activities. Ecologically productive land area is required to support everything that we eat or use, and also to absorb the wastes we create. Worldwide there are 4.7 biologically productive acres available per person, and this doesn’t include the needs of all of the plants and animals. A growing world population will reduce the number of acres available per person. |
| Connecticut and Climate Change |
| Climate Change will have many affects on the world, including loss of glaciers, rising sea level, species extinctions, habitat changes, changes in storms and rainfall levels. But what will happen here in Connecticut? The US Environmental Protection Agency, the National Wildlife Federation, and the Union of Concerned Scientists have published materials specific to Connecticut which can help teachers and students understand the local affects of this complex issue. |
| How does the electricity I use compare to the national average? |
| The impact electricity has on air emissions is determined by the fuel mix used to generate the electricity. The fuel mix varies according to location and fuel availability. Determin the fuel mix of the electricity you use with an EPA interactive site, and compare that to the fuel mix and air emissions in other parts of the country, and the nation's average. |
