Part B: Sources and sinks, distribution and cycles

In the texts and tasks in part B we emphasize that compounds enter our environment but also leave it again.

Requirements:
No special preconditions are necessary
The topic is suitable for teaching units on life in urban areas as well as on air and weather as part A is. Additionally we introduce the aspect of cycles in the atmosphere and focus on the production, circulation and removal of matter in general.
 

Approach

Discuss gases and matter in air. Where do they come from, how do they spread and how are they removed again from the air?

Integration of the material in this edition:

The material can be used in the context of "life in a town" or "urbanisation" and respective impacts on the people. It can also be used in the context of "wind and weather". You may in particular focus on the topic sources and sinks (formation and deposition of particles).
If there is enough time in classes it is useful to combine part A and B of this edition in one teaching unit.

Objectives
 
The pupils shall be trained to think in cycles
They shall recognize that compounds are brought into the air, but also change in the atmosphere and leave it again.
The pupils shall distinguish between wide scale (regions, continents) and small scale (town, street) distribution.
 
Methodology

Part B introduces in simple consideration the complexity of environmental impacts. It promotes thinking processes in which the pupils bring several factors together and complement several levels to a complete image.
Main foci are:
1) Distinguish between linear and circular thinking: compound A is transported from location 1 to 2 (linear), compound A is formed from reservoir 1, transported to location 2 and brought back to reservoir 1.
2) Monocausal and multicausal thinking: Compound X has its origin in source 1 (monocausal), compound X is composed of y and z, which have sources in 2, 3 and 4 (multicausal).