Unit Activities
NOTE: This unit begins after the class has studied types of chemical reactions. Students have studied how photosynthesis reactions capture solar energy that over time becomes concentrated in fossil fuels. They have also studied the combustion of fossil fuels that release carbon dioxide into the atmosphere. The first lesson builds upon these understandings.
Greenhouse Gas Emissions and Global Warming: Guided Inquiry
Objective: To analyze how greenhouse gas emissions contribute to global warming and climate change
Standard: HS-ESS3-5 and CCSS.ELA-Literacy.RST.11-12.9
Instruction
Students will begin this lesson with a review of combustion reactions and their products. The class will then complete a set of analysis questions that evaluate the Keeling Curve Data. The class will discuss the evidence. The class will then analyze two short videos on “Lines of Evidence for Climate Change”. Once complete, the class will engage in whole group discussion to evaluate whether greenhouse gas emissions contribute to climate change. Each student will be asked to summarize and support their opinion.
Class Activities:
Analysis of Keeling Curve Data
Analysis of “Lines of Evidence” Chapters two and three
Whole Group Discussion of Evidence
Summary position narrative
Additional Information: URLs for each video, and the Keeling Curve are located in Teacher Resources: Day one.
Student analysis questions are located in Student Resources: Day One.
Renewable vs. Non-Renewable Energy Sources: Collaborative Research and Class Debate
Objective: To evaluate the benefits and environmental consequences of renewable and non-renewable energy resources.
Standard: ESS3-4 Earth and Human Activity
Instruction: This class begins with a discussion of each student’s thoughts on climate change. All views should be respected. Once finished, the teacher will briefly review the difference between a non-renewable and a renewable energy resource. Students will then generate a list of all types of energy resources. The class will then divide into groups, (approximately four students per group), that will research the benefits and environmental consequences of the various types of energy resources: solar, wind, geothermal, hydroelectric, nuclear, fossil fuels (coal, natural gas, petroleum). Each group will be given a set of analysis questions to complete that will serve as the basis of the class debate. Each individual student will complete an evaluation of which type of energy resource they feel is the most beneficial and least harmful to the environment.
Class Activities
Collaborative research
Class Debate
Summary paragraph
Additional Information:
Research questions located in Teacher Resources.
Redox Reactions: Laboratory Activity and Guided Inquiry
Objective: To analyze reduction / oxidation half-reactions in single displacement reactions.
Standard: CCSS.ELA-Literacy.RST.11-12.3
Note: This class builds on the unit on types of chemical reactions. Students should be able to identify the reactants and products in the single displacement reactions and be able write total ionic and net ionic reactions. The focus of this day’s laboratory is the identification and balancing of redox half reactions in primary cells. We will then explore the chemistry of secondary cells (rechargeable batteries).
Instruction
To begin, the class students will review the previous day’s research and explain which type of energy resource they found most useful. The class will debate the merits of each resource (consensus is not necessary). Students should realize the many benefits of renewable resources; however, their major disadvantage is that they are not always available. In order to use these resources efficiently, their energy must be captured and stored for later use. The teacher will then ask students what devices they use to store electrical energy. The focus of this two-day activity will be on the chemistry of primary and secondary (rechargeable) batteries.
Class Activities: Laboratory on oxidation / reduction half reactions in single displacement reactions. Student groups will each be given materials for a single displacement reaction. They will need to identify the reactants and products of each reaction, then write the total and net ionic reactions. They will then be shown how to balance the half reactions and determine where the oxidation / reduction is occurring. (See equations 1-7 above).
Teacher will then explain how the electron flow between metals can be used to create an electrical current. Students will explore this concept by building a lemon battery. Each student group will be given sufficient materials to create a lemon battery that will light a small diode.
Students will be asked to identify the oxidation / reduction processes in the battery.
To prepare for the final day of this activity, students will be asked to note all of the batteries they use in their daily life, why they are important, and whether they are rechargeable or not. They should bring the list to class on the next day.
Additional Information:
Materials and laboratory procedures for both activities are located in Teacher Resources.
Day Two: Rechargeable Storage Devices: Laboratory Activity and Guided Inquiry
Objective: To analyze reduction / oxidation half-reactions in rechargeable batteries.
Standard: HS-PS3-3: Energy
Note: Balancing reactions of secondary cells is quite complex. In order to efficiently analyze the recharging process, I will ask students to reverse the reactions from our single displacement laboratory so that they can more easily visualize how the starting materials are regenerated during the recharge process. They will then analyze the reactions in the Ni-Cd rechargeable battery.
Instruction
The class will begin with a discussion of the batteries students use in their daily life. Some will be primary others secondary. Teacher will then explain the difference between the two types of cells and explain how recharging reverses the redox processes and regenerates the starting materials. Students will be asked to reverse the reactions of the displacement lab so as to regenerate the starting materials. Students should rename the oxidation as a reduction and the reduction as an oxidation. (Students should accomplish this without teacher’s assistance).
Once completed, teacher will introduce the reactions of the Ni-Cd cell as an example of an actual rechargeable battery. Students will then analyze the discharge process of the Ni-Cd cell (see equations 8-10). They will then be asked to predict the reverse reactions that occur during the recharging process (see equations 11 & 12). To end the day’s activity, the teacher will display the reactions in the Li-ion battery. Students will be asked to determine the discharge and recharge reactions.
Class Activities
Reversing single displacement reactions and identifying the reduction / oxidation half reactions.
Analyzing the discharge and recharge processes in a Ni-Cd rechargeable battery.
Analyzing the discharge and recharge processes in a Li-ion rechargeable battery.
Additional Information:
Reactions for Ni-Cd and Li-ion reactions are located in Teacher Resources.
Energy Footprint: Guided Inquiry
Objective: To evaluate how our personal energy usage affects the environment and propose ways to reduce our carbon footprint.
Standards: HS-ESS3-1 and CCSS.ELA-Literacy.RST.11-12.9
Instruction: To start this activity students will refer back to their analysis of the impacts of the energy resources and the effects of greenhouse gas emissions on the environment. Teacher will first introduce the concept of ecological footprint (and the various component footprints), and then ask students if they know how much they and their families contribute to earth’s burden.
Class Activities
Students will complete an on-line analysis of their ecological footprint. The results are reported in total earth burdens and broken down by component footprints. Students will download their results focusing on their energy and carbon footprint. Students will analyze their results and be asked to propose ways to reduce these footprints. Students will retake the survey once they complete the lesson on the “car of their future”.
Additional Information: URL for ecological Footprint Analysis is located in Teacher Resources.
Future Transportation: How far will that battery take you? Guided Research
Objective: To evaluate the efficiency of rechargeable batteries in electric vehicles.
Standard: HS-ESS3-4 and HS-PS3
Instruction: Students will begin this activity by reviewing their transportation, energy and carbon footprints. The goal will be to propose how to reduce these footprints by “investing” in an electric vehicle. Students will be shown data on the energy efficiency of various electric vehicles, their battery capacity, their environmental impact, and charging requirements. Students will also be able to factor in the costs and environmental impact of electricity generation in various states. Students will use all available data to determine how to reduce their footprint.
Students will need to convert kWh / mileage in order to calculate the cost of driving their car.
Class Activities
Selecting your future electric vehicle:
Calculating the cost of driving: Converting kWh / mileage data
Where is it more economical to drive your EV? State kWh cost data
Where is electricity generation more sustainable? State electricity generation data
Additional Information: URL’s for Electric vehicle data base, State kWh price data, and State Electricity Generation are located in Teacher Resources.
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