The Chemistry of Climate Change
Experience Chemistry Storyline 3
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DRIVING QUESTION: Why are we seeing more extreme weather?
Recently, scenes similar to the one in the photo are becoming more common in some parts of the world. Record low temperatures have been recorded in some places. Many people wonder, "If the climate is getting warmer, why am I experiencing this extreme weather?" Part of the answer is related to two important words in that question: climate and weather. Climate refers to conditions of the atmosphere over very long periods. Weather is what is happening in the atmosphere over a short period. Another way to think about this is that climate is a long period of weather. Even as the global climate is warming, some parts of Earth may experience record cold weather. However, those periods of lower temperatures will occur less frequently over time. And even if the temperatures are colder than usual where you live, the average temperature of Earth is warmer than it was in the past.
Investigation 9 The Behavior of Gases: What causes the Santa Ana winds?
Students develop the ability to analyze and model the relationships between the pressure, temperatures, and volume of a gas, and the number of particles. They apply that information to explain what causes the Santa Ana winds.
Investigation 10 Weather and Climate: What is causing drought in California?
Students identify severe weather and evaporation feedbacks and use this to explain the cause of drought. They then apply this to why there is an increase in extreme weather events.
Investigation 11 Global Climate Change: What is causing an increase in floods?
Students use the greenhouse effect and climate models to explain the cause of an increase in floods. They apply this knowledge to an increase in other extreme weather events.
Unit Standards
What is the NGSS & 3 Dimensional Science Learning and Why is it Important?
Science Practices - Disciplinary Core Ideas - Crosscutting Concepts
Investigation 9 The Behavior of Gases
HS-PS1-3: Electrical Forces and Bulk Scale Structure
HS-PS1-3: Electrical Forces and Bulk Scale Structure
Clarification Statement: Emphasis is on understanding the strengths of forces between particles, not on naming specific intermolecular forces (such as dipole-dipole). Examples of particles could include ions, atoms, molecules, and networked materials (such as graphite). Examples of bulk properties of substances could include the melting point and boiling point, vapor pressure, and surface tension.
Boundary Statement: Assessment does not include Raoult’s law calculations of vapor pressure.
Investigation 10 Weather and Climate
HS-ESS2-2: Feedback in Earth's Systems
HS-ESS2-2: Feedback in Earth's Systems
Clarification Statement: Examples should include climate feedbacks, such as how an increase in greenhouse gases causes a rise in global temperatures that melts glacial ice, which reduces the amount of sunlight reflected from Earth's surface, increasing surface temperatures and further reducing the amount of ice. Examples could also be taken from other system interactions, such as how the loss of ground vegetation causes an increase in water runoff and soil erosion; how dammed rivers increase groundwater recharge, decrease sediment transport, and increase coastal erosion; or how the loss of wetlands causes a decrease in local humidity that further reduces the wetland extent.
Boundary Statement: none
HS-ESS2-4: Energy Variation and Climate Change
HS-ESS2-4: Energy Variation and Climate Change
Clarification Statement: Examples of the causes of climate change differ by timescale, over 1-10 years: large volcanic eruption, ocean circulation; 10-100s of years: changes in human activity, ocean circulation, solar output; 10-100s of thousands of years: changes to Earth's orbit and the orientation of its axis; and 10-100s of millions of years: long-term changes in atmospheric composition.
Boundary Statement: Assessment of the results of changes in climate is limited to changes in surface temperatures, precipitation patterns, glacial ice volumes, sea levels, and biosphere distribution.
Investigation 11 Global Climate Change
HS-ESS2-6: Carbon Cycling in Earth's Systems
HS-ESS2-6: Carbon Cycling in Earth's Systems
Clarification Statement: Emphasis is on modeling biogeochemical cycles that include the cycling of carbon through the ocean, atmosphere, soil, and biosphere (including humans), providing the foundation for living organisms.
Boundary Statement: none
HS-ESS3-5: Climate Change and Future Impacts
HS-ESS3-5: Climate Change and Future Impacts
Clarification Statement: Examples of evidence, for both data and climate model outputs, are for climate changes (such as precipitation and temperature) and their associated impacts (such as on sea level, glacial ice volumes, or atmosphere and ocean composition).
Boundary Statement: Assessment is limited to one example of a climate change and its associated impacts.
HS-ESS3-6: Human Impacts on Earth Systems
HS-ESS3-6: Human Impacts on Earth Systems
Clarification Statement: Examples of Earth systems to be considered are the hydrosphere, atmosphere, cryosphere, geosphere, and/or biosphere. An example of the far-reaching impacts from a human activity is how an increase in atmospheric carbon dioxide results in an increase in photosynthetic biomass on land and an increase in ocean acidification, with resulting impacts on sea organism health and marine populations.
Boundary Statement: Assessment does not include running computational representations but is limited to using the published results of scientific computational models.
Investigation Overviews
DRIVING QUESTION: Why are we seeing more extreme weather?
Investigation 9 The Behavior of Gases: What causes the Santa Ana winds?
Introduce the investigation by having students view the investigation opener photo of the Santa Ana winds. Students begin to gather information about the properties of gases (Experience 1) that help relate compressibility, pressure, temperature, and volume to gases. They use that information to explore the gas laws (Experience 2) and how real gases differ from ideal gases (Experience 3). Students apply the information to understand the behavior of gases in Earth's atmosphere (Experience 4). They integrate the information to explain what causes the Santa Ana winds.
Investigation 10 Weather and Climate: What is causing drought in California?
Introduce this investigation with a discussion about what students think is causing drought in California. Students first explore the flow of energy in Earth systems and identify the relationships of Earth's surface systems (Experience 1). Then they determine how water and energy in the atmosphere interact (Experience 2) and how those interactions might impact various atmospheric system feedbacks (Experience 3). Students investigate how the relationships among cycles and Earth systems can impact long-term climate factors (Experience 4) and short-term climate factors (Experience 5).
Investigation 11 Global Climate Change: What is causing an increase in floods?
Introduce this investigation by asking students what the photo shows. Discuss what they know about the increase in the incidence of floods. Then discuss other natural events that seem to be happening in greater prevalence. Students begin this topic by investigating the greenhouse effect and specific greenhouse gases (Experience 1). They further their learning by investigating evidence of past climate change with rising sea levels (Experience 2).
Local Colorado Phenomenon & Career Connections
Local Colorado Phenomena Connections
Here are several local Colorado phenomena that can be used to teach the Chemistry of Climate Change:
Wildfires in Colorado: Discuss how climate change increases the frequency and intensity of wildfires, and explore the chemical reactions involved in combustion and the resulting emission of greenhouse gases.
Melting Glaciers in the Rockies: Examine the impact of rising temperatures on glacier melting, and discuss the chemical principles related to the heat absorption and reflection by ice and water.
Air Quality and Ozone Pollution: Investigate the chemistry behind ozone formation and its increase due to higher temperatures, and how this affects air quality in urban areas like Denver.
Drought and Water Chemistry: Explore the chemical changes occurring in water bodies due to drought, such as increased salinity and reduced water quality.
Alpine Ecosystems Changes: Study the effects of climate change on alpine ecosystems, focusing on changes in soil chemistry and plant adaptations.
These phenomena can help students understand the chemical processes involved in climate change and its local impacts.
Using SchoolAI, Gemini, ChatGPT to find local Colorado Phenomena or Career Connections
Use the following prompt, adjust accordingly. "I am a middle school science teacher looking for a local Colorado phenomena to address NGSS standard (enter standard you are looking for... example MS-PS1-4)"
Using SchoolAI
1) Navigate to Assistants
2) Select Curriculum Coach
3) Use the prompt above
Career Connections
Connecting what students are learning to careers not only deepens their engagement in school but also helps them make more informed choices about their future. Browse the following related career profiles to discover what scientists really do on the job and what it takes to prepare for these careers. For additional profiles visit your Year at a Glance Page.
Here are several Colorado-based career connections in the field of Chemistry related to Climate Change:
National Renewable Energy Laboratory (NREL): Located in Golden, NREL focuses on renewable energy and energy efficiency research and development, including climate impact studies.
University of Colorado Boulder: Offers research opportunities in climate science and chemistry through their Cooperative Institute for Research in Environmental Sciences (CIRES).
Colorado State University: Has programs focused on atmospheric science and environmental chemistry, studying climate change impacts.
NOAA Earth System Research Laboratories: Based in Boulder, these labs conduct research on atmospheric phenomena and climate.
Denver Museum of Nature & Science: Offers educational programs and research opportunities related to environmental science and chemistry.
These organizations could provide valuable insights, research collaboration, or guest speakers for your students.
Hands On, Minds On Connections
Hands-On Labs / Lab Safety
PASCO
Green Chemistry - Beyond Benign
St Vrain Science Center
Simulations
SAVVAS
GIZMOS
Nearpod Lessons / Activities / Videos
LabXchange Lessons / Activities / Videos
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