Investigating Global Warming and Climate Change

Beyond the Basics: Local to Global Climate Impacts and Classroom Applications K-5

Lesson 2

Activities grounded in climate science

Lesson 2 Activity 1 What is pH?

The pH value indicates the concentration of the Hydrogen ions and measures how Acid or Basic a substance is.

• We all have some experience about pH in our daily lives.
• Substances with lots of Hydrogen ions are Acids - sour to the taste – lemon juice - Acids have pH values from 1 -6.
• Substances with less Hydrogen ions are Bases – bitter to the taste – broccoli – Bases have pH values from 8 - 14.
• Substances with a balance of Hydrogen ions have no taste – WATER – it has a pH of 7.

pH

The pH value indicates the concentration of the Hydrogen ions:

• An ion is a charged particle
• H+ is a Hydrogen ion

pH

The more Hydrogen ions - the stronger the Acid

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pH

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Acids are sour and burn as they get stronger and the pH gets lower.

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Strong Acids can burn you and are dangerous to touch!

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pH

Each decrease in pH by one unit means a tenfold increase in the concentration of hydrogen ions.

An Acid with a pH of 2 is:

10 times stronger than one with pH 3

100 times stronger than one with pH 4

pH

As the Hydrogen ion concentration decreases the solution becomes alkaline or Basic

pH

Bases are bitter and feel slippery, they get

stronger as the pH gets higher.

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Strong Bases can burn you and are dangerous

to touch!

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pH

Each increase in pH by one unit means a tenfold

decrease in the concentration of hydrogen ions

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A Base with a pH of 10 is:

10 times stronger than one with pH 9

100 times stronger than one with pH 8

Red Cabbage

pH Indicator

Red cabbage contains a pigment that changes color when it is mixed with an Acid or a Base

• It turns red in Acidic environments with a pH less than 7
• It turns bluish-green in Basic environments with a pH greater than 7

A pH around 7 is neutral

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pH Testing Lab

We will use the juice from red cabbage as a pH indicator to test common ingredients in the foods you eat and determine their pH levels.

The Lab Testing

1. Your Teacher will divide you into Research Teams.
2. Each Research Team will receive 6 Test Liquid cups. Label the cups 1-6.
3. Use an eye dropper to place 5 drops of cabbage indicator into each test cup.

4. Add 10 drops of the test liquid #1 to cup #1 containing the indicator.

5. Mix the test liquid with cabbage juice and see a color change produced by a pigment in red cabbage.

6. Compare the color to the pH chart and record the pH of the liquid on the data sheet.

7. Repeat this for all 6 test liquids.

What are your results?

Which liquids were acidic, basic, neutral?

Make predictions about the identity of the test liquids.

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Your teacher will reveal the identity of the , you will be able to identify the approximate pH of common ingredients in the food you eat.

Activities grounded in climate science

Lesson 2 Activity 2 Ocean Acidification - Hey! What’s All That Commotion In Our Ocean?

• In the “PAST” – before 150 years ago our ocean was soaking up less carbon dioxide from our air.
• This could be called ‘regular’ carbon dioxide - comes from natural processes - respiration – living things give off carbon dioxide to stay alive.
• 150 years ago during the Industrial Revolution innovations were created like large power generators for factories and cars that burned fossil fuels.
• Burning of fossil fuels allowed for great progress, but our “Present” ocean is soaking up this ‘unregulated’ carbon dioxide.

Our Changing Ocean

First - Lets taste some “Soda Water

This demonstration assists with explaining how Ocean Acidification has changed our ocean over time.

• Carbon Dioxide (CO2) is a weak Acid.
• The bubbles in “Soda Water” are (CO2)

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• Dissolving (CO2) in water will lower the pH of the water making it Acidic.
• Your teacher will give you a cup with pure water to represent our ‘Past’ ocean.
• Your teacher will give you a cup with “soda water” to represent our ‘Present ocean’.
• You will add 5 drops of a pH indicator and observe the color of the water in each cup

Past

Present

What are your results?

The Indicator will show the pH or acidity levels of the two different containers representing our ocean.

• What color did the ‘Past’ ocean turn?
• What was the pH? What does this show?
• What color did the ‘Present’ ocean turn?
• What was the pH? What does this show?

This is a Demonstration showing how our ocean is absorbing more uncontrolled carbon dioxide from fossil fuels than it has in the past.

THE PRESENT OCEAN IS NOT ACIDIC

• There is more uncontrolled carbon dioxide being absorbed by our ocean today which is increasing its acidity.

• Increased acidity is changing ocean conditions. Some sea creatures are having a negative response to or challenged by this change.

Our present day ocean IS NOT ACIDIC but it has more carbon dioxide than it has in a very long time!

• How can we get more people to make choices that lessen ocean acidification?

• What are some innovations that we have created that reduce the use of fossil fuels and the amount of carbon dioxide in our ocean?

• What steps can we take together to make a difference as a community?

Solutions

Activities grounded in climate science

Lesson 2 Activity 3 Ocean Acidification - The Mystery of the Disappearing Shells!

• Burning fossil fuels for energy production, manufacturing and transportation have driven the level of carbon dioxide (CO2) in the atmosphere to levels 30% greater than prior to the Industrial Revolution.
• The ocean absorbs about a quarter of the CO2 we release into the atmosphere every year, so as atmospheric CO2 levels increase, so do the levels in the ocean resulting in changes in the acidity of the water.
• Many marine animals that form shells are sensitive to direct or indirect effects of changes in acidity.
• Acidified water corrodes an essential ingredient for shell-building animals and can decrease growth.

What is one group of marine organisms

that make shells?

Mollusks!

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• Mollusks with 2 shells are called bivalve mollusks.
• We eat lots of them.
• We like to collect them at the beach.
• Who are they?

Importance of Bivalve Mollusks in NJ

• In 2023, NJ’s commercial clam harvest, totaled 26.9 million pounds valued at $34.4 million. 
• Surf clams caught in the State's coastal waters are the most important commercial clam species in the U.S. 
• There are more than 30 shellfish farms in NJ growing oysters, clams, and other bivalve mollusks.
• The jobs and livelihoods of many U.S. fishermen, restaurant workers and seafood retailers depend on healthy clam and shellfish populations.

The Experiment

• The class will collect 4 our or more sets of glass jars with airtight lids (e.g., Mason jars, empty tomato sauce jars) 16 oz. or larger to contain the different solutions and shells.
• Your teacher will assemble research teams (4 students to a team).
• Your teacher will hand out 4 sets of shells from bivalve mollusks.
• Each team will take pictures of the shells before the experiment starts.
• Label the jars as follows:

#1 – 100% white vinegar; #2 50% white vinegar; #3 Soda water; #4 salt water

• Add the liquids to each jar.

The Experiment

• Add 5 drops of a pH indicator solution or use pH strips and record the pH of each jar on the data sheet.
• Add the shells to each jar.
• Observe what is happening in each jar immediately after the shells have been added. Record observations on the data sheet.
• Cap the jars and set aside in a safe place for 1 week.
• Observe and record the pH and condition of the shells in each jar after 1 week.

What are your results?

The Indicator shows the pH or acidity levels of the different containers.

• What happened to the shells in jar #1 – 100% white vinegar”?
• What happened to the shells in jar #2 - 50% white vinegar?
• What happened to the shells in jar #3 - Soda water?
• What happened to the shells in jar #4 - salt water?
• What was the pH? What does this show?
• How does an acidic solution impact organism with shells?
• Why are they particularly vulnerable?

Vinegar (acetic acid) is not representative of conditions in the ocean. (Acetic acid is not responsible for ocean acidification. It is used in this experiment to show change over a short period of time.)

What are your results?

• Why do bubbles appear in the acidic solutions?
• What do you know about the term “Ocean Acidification”
• How might ocean acidification affect local economies in NJ?

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