espere ACCENT online magazine
Printer friendly version of this page
Home    ACCENT Educ.    Science    Encyclopaedia    es    ru    fr    de    it    cn   
Climate Change classes 1
UQ 3 May 07 Cars and ozone
UQ 2 Mar 07 Urban air
Climate change 2007 IPCC special
UQ 1 Nov Dec 06 Particles in air
Preface
Introduction
F: Perception of air
F: Phase transitions
F: Polarity and ions
R: Particle Measurement
R: Formation of S Aerosol
A: Combustion of plants
C: Information for teachers
Classes Part A
Classes Part B
Expectations
Special: Oct. 2006 Communication
Nr 10 Sept. 2006 Africa's emissions
Nr 9 July 06 Air traffic
Special: June 06 Climate summit
Nr 8 April 2006 Ozone & N2 cycle
Nr 7 March 2006 Climate modeling
Nr 6 Feb. 2006 acid rain
Nr 5 Jan. 2006 oceanic sulfur
Special: Nov 05 Ozzy Ozone
Nr 4 Oct. 2005 light/satellites
Special: Sept 05 Cyclones
Nr 3 Sept. 2005 methane/energy
Special: July 05 Greenhouse Earth
Nr 2 June 2005 forest/aerosols
No 1 May 2005 vegetation/CO2
     
Curriculum

Part B – Phase transitions, acids and their salts

Requirements:
The topics 'states of aggregation' and 'phase transitions' have already been discussed in classes. A repetition is possible with the available material. In the ideal case the students are already aware that matter is composed of smallest particles (atoms, molecules, ions). They know that positive and negative charges attract each other.
 

Approach B1:
Use the material in physics or chemistry lessons with the topic physical states of matter. Leave the text Fundamentals B2 out. Discuss the question if there are compounds in different physical states in the air.

Approach B2:
Use the material in chemistry classes concerning the theory of acids and salts. Ask the students if there are salts in the air and of which importance they are.

Integration of this edition:

B1 – Complementary material for two lessons
Step 1: (preparatory) Speak about phase transitions
Step 2: (homework) Ask the students to observe the atmosphere and ask them which physical states can be found in the atmosphere.
Step 3: (lesson or homework) The students shall read the texts fundamentals A + B1 as well as the text research B.
Step 4: (lesson) Draw a table on the blackboard. Enter in this different compounds in the air in different states of aggregation.

B2 – Complementary material for application in 1-2 lessons
Step 1: (preparatory) Discuss the topic acids, bases and salts according to the classic curriculum.
Step 2: Ask the students at the end of the lesson if there are salts in the air (brief discussion).
Step 3: (homework) The students read the texts fundamentals B2 and research B. Ask them, which chemical reaction is taking place in air if ammonia and sulphuric acid come together.
Step 4: (lesson) Discuss the reaction of ammonia with sulphuric acid as a typical acid-base reaction and its importance in the atmosphere.

Objectives:
The understanding of air as a mixture of different compounds in different physical states shall be promoted. In part B2 the students shall become aware that salts are not only of importance as solid matter in the soil or dissolved in liquids, but that they are also relevant as solids and dissolved in droplets in the atmosphere.

 

 

 top

ACCENT / ESPERE

last updated 19.01.2007 | © ACCENT - Atmospheric Composition Change 2013