The Dynamic of Chemical Reactions

and Ocean Acidification

Experience Chemistry Storyline 4

Literacy / Driving Question Board Connections

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Graphic Organizers / Thinking Maps

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The Dynamic of Chemical Reactions and Ocean Acidification

DRIVING QUESTION: How do our everyday activities impact Earth?

Many everyday activities, such as cooking and washing the dishes, may be less recognized as activities that contribute to climate change. One reason for this is because the large-scale effects on Earth and its systems may not be as obvious when compared to other everyday activities, such as driving during rush hour. As students progress through the storyline, they will connect how their everyday activities impact Earth by investigating the relationships among reaction rates and equilibrium, acid-base equilibria, and ocean acidification.

Investigation 12 Reaction Rates and Equilibrium: How do limestone caves form?

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 13 Acid-Base Equilibria: How does acid rain impact the environment?

Students use reaction rates and energy diagrams to explain how limestone caves form. They apply this toward explaining reactions that cause ocean acidification.

Investigation 14 Ocean Acidification: What is happening to the world's coral reefs?

Students use acid-base reactions to explain how acid rain impacts the environment. They apply this knowledge towards explaining ocean acidification.

Unit Standards

What is the NGSS & 3 Dimensional Science Learning and Why is it Important?

Science Practices - Disciplinary Core Ideas - Crosscutting Concepts

Investigation 12 Reaction Rates and Equilibrium

HS-PS1-5: Collision Theory and Rates of Reaction

Apply scientific principles and evidence to provide an explanation about the effects of changing the temperature or concentration of the reacting particles on the rate at which a reaction occurs. (Patterns)

Clarification Statement: Emphasis is on student reasoning that focuses on the number and energy of collisions between molecules.

Boundary Statement: Assessment is limited to simple reactions in which there are only two reactants; evidence from temperature, concentration, and rate data; and qualitative relationships between rate and temperature.

Investigation 13 Acid-Base Equilibria

HS-PS1-6: Increased Products Design Solution

Refine the design of a chemical system by specifying a change in conditions that would produce increased amounts of products at equilibrium. (Stability and Change)

Clarification Statement: Emphasis is on the application of Le Chatlier’s Principle and on refining designs of chemical reaction systems, including descriptions of the connection between changes made at the macroscopic level and what happens at the molecular level. Examples of designs could include different ways to increase product formation including adding reactants or removing products.

Boundary Statement: Assessment is limited to specifying the change in only one variable at a time. Assessment does not include calculating equilibrium constants and concentrations.

HS-PS1-7: Conservation of Atoms in Chemical Reactions

Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction. (Energy and Matter)

Clarification Statement: Emphasis is on using mathematical ideas to communicate the proportional relationships between masses of atoms in the reactants and the products, and the translation of these relationships to the macroscopic scale using the mole as the conversion from the atomic to the macroscopic scale. Emphasis is on assessing students’ use of mathematical thinking and not on memorization and rote application of problem-solving techniques

Boundary Statement: Assessment does not include complex chemical reactions.

Investigation 14 Ocean Acidification

HS-ESS2-2: Feedback in Earth's Systems

Analyze geoscience data to make the claim that one change to earth's surface can create feedbacks that cause changes to other earth systems. (Stability and Change)

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-ESS2-6: Carbon Cycling in Earth's Systems

Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere. (Energy and Matter)

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.

Assessment Boundary: none

Investigation Overviews

DRIVING QUESTION: How do our everyday activities impact Earth?

Investigation 12 Reaction Rates and Equilibrium: How do limestone caves form?

Introduce this investigation with the phenomenon of limestone caves. The rates of reaction between water, carbon dioxide, and calcium carbonate (Experience 1) play a role in the rate at which caves are formed. The reactions that form caves and stalactites and stalagmites occur only when reactants have enough activation energy (Experience 2). Stalactites and stalagmites form when pressure conditions change and thus change equilibrium (Experience 3). The changes result in the release of carbon dioxide into the air and calcium carbonate onto the rock surface. The reaction is thermodynamically favorable (Experience 4). Over time, the calcium carbonate builds up to form the cave's characteristic features.

Investigation 13 Acid-Base Equilibria: How does acid rain impact the environment?

Introduce this investigation by asking students why acid rain can be so dangerous to environmental systems. Students investigate what an acid, a base, and pH are (Experience 1). They investigate how acids and bases are classified as strong or weak and the difference between strength and concentration (Experience 2). They learn how acids and bases react (Experience 3). Students also find out how the components of a buffer system work together to maintain pH (Experience 4). These concepts help students explain how acid rain affects the environment.

Investigation 14 Ocean Acidification: What is happening to the world's coral reefs?

Introduce this investigation with the phenomenon of damage to coral reefs. Carbon dioxide in the atmosphere dissolves in the ocean and forms carbonic acid, which exists in equilibrium with protons and carbonate ions (Experience 1). As atmospheric CO2 levels rise, the equilibrium shifts toward the formation of more ions, reducing the pH. The ocean serves as a carbon sink because plants and green algae use dissolved CO2 in photosynthesis and store the carbon-containing sugar product in their cells. The ocean also keeps carbon bound in CO2 and methane hydrates in the deep ocean (Experience 2). These forms of carbon storage become less effective as ocean temperatures increase. In addition, ocean currents and patterns change with changes in ocean temperature (Experience 3). Taken together, these phenomena cause conditions that disrupt marine ecosystems, causing the shells of marine organisms to dissolve and making it harder for corals to maintain their skeletons (Experience 4).

Local Colorado Phenomenon & Career Connections

Local Colorado Phenomena Connections

Here are some local Colorado phenomena that could be used to address "The Dynamics of Chemical Reactions and Ocean Acidification":

Acid Mine Drainage: Many abandoned mines in Colorado cause acid mine drainage, which impacts local waterways. This can be used to discuss acid-base reactions and their environmental impacts.

Soda Lakes and Hot Springs: Colorado's hot springs and soda lakes provide opportunities to study naturally occurring chemical reactions, such as those involving carbonates and acidic volcanic gases.

Acid Rain in the Rocky Mountains: The effect of acid rain on Colorado's forests and water bodies can illustrate chemical reactions between atmospheric pollutants and rainwater, linking to acidification processes.

Agricultural Runoff: The impact of fertilizers and pesticides on local water chemistry can be explored, connecting to broader themes of reaction dynamics and environmental chemistry.

Colorado River: Studies of the water chemistry in the Colorado River, including carbonates and pH changes, can be used to discuss chemical equilibria and acidification.

These phenomena can provide real-world contexts for understanding chemical reactions and environmental issues related to ocean acidification.

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.

SAVVAS Career Connections

Here are a few Colorado-based career connections in the field of The Dynamics of Chemical Reactions and Ocean Acidification:

National Oceanic and Atmospheric Administration (NOAA): NOAA conducts research on oceanic conditions and may have local offices or partnerships in Colorado for collaborative projects and internships.

University of Colorado Boulder: CU Boulder has strong programs in environmental science and chemistry. Professors or researchers in these departments may be conducting relevant research.

Colorado School of Mines: Known for its focus on engineering and applied sciences, they may have faculty or projects related to chemical reactions and environmental impacts.

Colorado State University: Offers programs in environmental chemistry and might have research opportunities or partnerships with local industries.

Local Environmental Consulting Firms: Firms like Tetra Tech or CH2M Hill (now part of Jacobs Engineering Group) often work on projects related to environmental science and could provide insights or career connections.

Denver Museum of Nature & Science: May have educational programs or exhibits related to ocean science and chemistry that could serve as networking opportunities.

Consider reaching out to these institutions for opportunities like guest lectures, internships, or partnerships.

Hands On, Minds On Connections

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PASCO

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St Vrain Science Center

Simulations

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