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Climate Change classes 1
UQ 3 May 07 Cars and ozone
UQ 2 Mar 07 Urban air
F: Coffee in the wind
F: Sources and sinks
R: Pathways of air
R: Kerbside measurements
A: Questions and experiments
C: Information for teachers
Classes Part A
Classes Part B
Climate change 2007 IPCC special
UQ 1 Nov Dec 06 Particles in air
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: 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).

 

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last updated 20.08.2007 | © ACCENT - Atmospheric Composition Change 2013