Pollution, Carbon & Climate Evidence — Investigation · Physics & Environmental Science, Grade 12
Connect pollutant transport, carbon chemistry, radiation balance, and long-term evidence.
Climate Trend and Ocean-Chemistry Evidence
Investigate
How can related climate and chemistry observations answer different questions?
Use two dedicated sessions: first define the model, boundary, variables and comparison, then collect suitable records or analyze the complete supplied-data route; second complete calculations/graphs, compare alternatives, revise and prepare the report. Extend collection time where needed. Supplied-data work does not certify supervised laboratory minutes or mandated investigations.
Materials
- Notebook, graph paper, and calculator
- The supplied data table is sufficient for analysis
Before you begin
Use only the listed household materials or analyze the supplied data. An adult should review setup. No flames, strong acids/alkalis, unknown chemicals, household mains, radiation sources, or high-speed projectiles are needed. Keep food-study materials separate from eating and wash hands afterward.
Plan a fair test
Keep a consistent temperature baseline and dated illustrative values. The separate pH example is a chemistry model, not inferred from temperature alone.
Method
- Write a prediction and the mechanism that supports it.
- Draw the setup or boundary; label axes, quantities, and units.
- Plot anomaly versus time and estimate the interval trend.
- Compute the hydrogen-ion factor for a pH change from 8.2 to 8.1.
- List mechanisms and independent evidence needed to test attribution beyond correlation.
- Record independent repetitions where possible, raw values, and instrument resolution.
- Write a claim citing numerical evidence, a limitation, and a follow-up test.
Example data — for analysis when materials are unavailable
Illustrative teaching data, not measurements from a real district laboratory. Analyze these when materials are unavailable and identify them as provided data. Do not claim to have performed a measurement you did not make.
| Modelyear | Temperatureanomaly (°C) | CO₂ (ppm) |
|---|---|---|
| 0 | 0.2 | 360 |
| 10 | 0.4 | 380 |
| 20 | 0.6 | 400 |
Analyze and explain
- Find the modeled trend per decade.
- Find percentage CO₂ increase in the table.
- Can the small table alone establish a causal explanation?
- Link the pattern to a labeled particle, structure, energy or amount model from the chapter.
- Distinguish supplied illustrative records from measurements actually collected.
- Identify uncertainty and propose a comparison that would test an alternative explanation.
What a strong explanation includes
- A stated prediction, conditions, and controlled variables or explicit model boundary.
- A labeled table/graph with units, calculations, and attention to repeated values or uncertainty.
- A claim citing numerical evidence and a scientifically accurate mechanism.
- A limitation, alternative explanation, and useful follow-up test.
- Preserve initial reasoning and an evidence-supported revision.
- Check units, object/material identity, system boundary and physical assumptions.
Parent / teacher guide: discuss after the investigation
Trend is 0.20°C per decade; CO₂ rises 40/360×100≈11.1%. A 0.1 pH decline gives about 1.26 times hydrogen-ion activity. Correlation alone is insufficient; mechanisms, independent observations, and competing-driver comparisons strengthen attribution. Preserve the original observations, intermediate working and a labeled mechanism. Report the relevant boundary and model assumptions, discuss an alternative explanation, and identify the next useful measurement; do not replace unexpected data with the illustrative record.
Compare this model with the learner’s actual evidence. Different measurements can support a different conclusion; check the reasoning and limitations, not matching wording.