Carbon Capture Author: Ms Inga Martens-Walker This resource was developed as a result of participation in CSIRO’s teacher professional learning program, Teacher Researcher in Partnership Program. © Carbon Capture (created by Inga Martens-Walker, teacher at Ferny Grove SHS) (2019). Copyright owned by Queensland Department of Education. Except as otherwise noted, this work is licenced under the Creative Commons Attribution 4.0 International Licence. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/ cid:image005.png@01D4620F.F55F9320 banner Science Department Year 8 This Ferny Grove State High School Unit is based on Earth & Space Title: Catch that Carbon Duration: 2 weeks Teaching and Learning Sequence and Related Resources Week 1 – 3 Lessons L1 : Title: Pre-knowledge test & Misconceptions Learning Intentions KNOWLEDGE – students will learn about: Inquiry: Climate change and greenhouse gasses SKILL – students will learn to: Understand the basics of the enhanced greenhouse effect and key gases involved L2: Title: Carbon capture - what is it? Learning Intentions KNOWLEDGE – students will learn about: CSIRO current Carbon & Methane capture technology SKILL – students will learn to: Analyse a short text based on current CSIRO carbon capture technology Build vocabulary Work in pairs to discuss advantages & disadvantages Analyse using a PMI chart Numeracy calculating Additional Resources: Pre-test what do students know about climate change? https://www.abc.net.au/science/games/quizzes/2009/climatechange/ Teacher to show pictures and powerpoint about lab experience Websites: Video explaining carbon capture & storage https://www.youtube.com/watch?v=ROEFaHKVmSs https://breakingnewsenglish.com/1806/180611-carbon-capture.html Supporting learning resources: ENVIRONMENT: Spend one minute writing down all of the different words you associate with the word "environment". Share your words with your partner(s) and talk about them. Together, put the words into different categories. GLOBAL WARMING: Rank these with your partner. Put the best ways to prevent global warming at the top. Change partners and share your rankings x 3. L3: Title: Carbon capture what else is out there? Learning Intentions KNOWLEDGE – students will learn about: carbon capture technology (biocells, storage, other technologies from other Research groups) SKILL – students will learn to: Research Note taking Evaluate resources Use less hot water, Plant a tree, Eat less meat, Turn off lights, Drive less, Go solar, Recycle, Reduce waste Use synonyms, gap fill and comprehension questions for text work & Write 5 good questions about carbon capture, exchange with a partner Evaluation matrix for internet research Weeks 2 3 Lessons L1&L2 Title: Carbon capture symposium Learning Intentions KNOWLEDGE – students will learn about: Different ways of carbon capture SKILL – students will learn to: Present their findings to peers Using ICT to arrange researched information in a digital presentation tool (glogster) Assess peer presentations using a rubric L3: Formative extended writing response: Carbon capture will reverse climate change. Discuss (why, how, what) 1 Lesson in class 250-300 words  Additional Resources: Glogster teacher access or alternative online collaboration tool Peer rubric Supporting learning resources: Task sheet formative assessment Curriculum Links: Chemical change involves substances reacting to form new substances (ACSSU225) People use science understanding and skills in their occupations and these have influenced the development of practices in areas of human activity (ACSHE136) Communicate ideas, findings and evidence based solutions to problems using scientific language, and representations, using digital technologies as appropriate (ACSIS148) Carbon Capture by CSIRO Growing concerns regarding climate change have attracted widespread efforts to develop efficient and cost-effective technologies for CO2 capture from industrial sources such as coal-fired power plants to minimise CO2 emissions and combat global warming. CO2 capture using porous solid sorbents (substances which have the property of collecting molecules of another substance by absorption or adsorption) appears to be a promising solution. Among them, porous carbon materials are particularly suited to CO2 capture because of their microporosity (containing very narrow pores), ease of fabrication and excellent chemical, thermal and mechanical stability. Porous carbons have been produced since antiquity by charring coal and charcoal has been used for the purification of water and as a medicine. However, achieving acceptable attachment rates of CO2 from combustion exhaust gas streams of coal-fired power plants to the surface of the sorbent remains a challenge. Approaches to improving CO2 uptake of porous carbons have focused on chemical activation. These methods have disadvantages such as greater complexity and cost. At CSIRO’s Queensland Center for Advanced Technologies the research is focused on developing a simple and cost- effective way to fabricate physically activated carbon composite monoliths that contain honeycomb structures with superior CO2 sorption properties. Studies in the Lab determine the pore size of the sorbent, CO2 adsorption rates under different conditions (heat & pressure) as well as the time needed to capture the CO2 from a gas stream. Activities: a) Vocabulary: Match the correct meaning. Word meaning widespread The outside or upper layer of something combustion Catching or trapping something capture Action of manufacturing something fabrication The process of burning something charring A way of dealing with a situation surface Found or distribituted over a large area approaches (noun) The state of something conditions Partially burn so as to blacken the surface b) Synonyms. Find a synonym for each of the following words. Word Synonym thermal combat substance challenge superior promising rates c) Comprehension. Answer the following questions. 1. Where is the research taking place? 2. Where is the CO2 captured from? 3. What is the process of CO2 hoping to combat? 4. Since when have porous carbons been made? 5. What are the disadvantages of chemical activation? 6. What type of monoliths is CSIRO developing? YEAR 8 Science Formative Student Name: Class: Teacher: Unit 1 Draft Date: N/A Due Date: Week Term CONTEXT Growing concerns about global warming and climate change have Scientists looking for new ways to combat these issues. One of the greenhouse gasses, Carbon dioxide, is at the center of attention due to the release of large quantities of this gas by burning fossil fuels. Reducing the emissions of CO2 is one way to minimise the effects but new technologies are addressing CO2 reduction in different ways. Task Text Type: Extended Response You have learnt about the technology of carbon capture. You are required to write an extended response to the statement “ Carbon capture will reverse climate change”. Cognitive Verbs • Assess • Compare • Conduct • Consider • Discuss • Evaluate • Apply • Express • Justify • Identify • Determine • Develop • Define • Describe Vocab • Climate change • Carbon dioxide • Technology • Absorption/adsorption • storage • emissions • greenhouse gas • photosynthesis • fossil fuel • human-induced Conditions Audience: Classroom Teacher Class working time: 1 X 70 MIN CLASS Length: Approximately 250-300 Words Final Submission Requirements: All questions answered, correct spelling and punctuation Materials allowed: Materials supplied in class + any supplied & negotiated with class teacher Other: N/A Student Acknowledgement: I acknowledge that this is my original work. If I have used research material, it has been correctly referenced. I give Ferny Grove SHS permission to use and reproduce my work for publication and promotion purposes. School policy regarding plagiarism and assessment is located in the student diary. Student Signature: Date: Helpful Hints Key Terms: Compare: display recognition of similarities and differences and recognise the significance of these similarities and differences Define: give the meaning of a word, phrase, concept or physical quantity; state meaning and identify or describe qualities. Describe: give an account (written or spoken) of a situation, event, pattern or process, or of the characteristics or features of something. Evaluate: make an appraisal by weighing up or assessing strengths, implications and limitations; make judgments about ideas, works, solutions or methods in relation to selected criteria; examine and determine the merit, value or significance of something, based on criteria. Sentence Starters: There are several/ many reasons for… The weight of evidence would suggest… …this a better option than… In the case of…, the following details have emerged… The main difference between… Clearly, it can be concluded that… Upon examination it is seen that… Connecting ideas within and between sentences: The reason for… This is why… However… Therefore… On the other hand… Contributed to… Thus… Although… In order for… Hence… As a result… Because… Answer all questions in full sentences with correct spelling and punctuation. Define climate change and provide three examples of its impact. (25 words) __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ Compare the difference between reducing carbon emissions and capturing carbon. (50 words) __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ Describe a method of carbon capture. Include the science of the technology, who invented it and whether it is currently in use or in testing stages. (100 words) __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ Evaluate the use of Carbon Capture technology on reducing the impact of climate change (100 words). __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ Student name: __________________________ Year level:_____ Class: ____ Teacher:_________________ Nature and development of science • examination and justified explanation of how different science knowledge is used in occupations • justified explanation of how evidence has led to an improved understanding of a scientific idea • examination and explanation of how different science knowledge is used in occupations • informed explanation of how evidence has led to an improved understanding of a scientific idea • examination of the different science knowledge used in occupations • explanation of how evidence has led to an improved understanding of a scientific idea • description of science knowledge used in science occupations • description of how understanding of a scientific idea has changed statements about: • science used in occupations • scientific ideas Use and influence of science • thorough description of situations in which scientists collaborated to generate solutions to contemporary problems • thorough reflection on the implications of these solutions for different groups in society • informed description of situations in which scientists collaborated to generate solutions to contemporary problems • informed reflection on the implications of these solutions for different groups in society • description of situations in which scientists collaborated to generate solutions to contemporary problems • reflection on the implications of these solutions for different groups in society • identification of situations where scientists generate solutions to contemporary problems • identification of implications of these solutions use of everyday language and representations to communicate science ideas, methods and findings statements about: • solutions to contemporary problems • implications of solutions Communicating concise and coherent use of appropriate language and accurate representations to communicate science ideas, methods and findings in a range of text types coherent use of appropriate language and accurate representations to communicate science ideas, methods and findings in a range of text types use of appropriate language and representations to communicate science ideas, methods and findings in a range of text types fragmented use of language and representations to communicate science ideas, methods and findings Teacher feedback:_______________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________