Design an experiment to test the cause-and-effect relationship between atmospheric and ocean acidification. Include a hypothesis in the form of an “if, then” statement.

Overview

This session focuses on the causes and effects of ocean acidification, the crosscutting concept of

cause and effect, making and interpreting graphs, and how graphs are useful to make predictions.

Through hands-on investigations, the development and interpretation of a data visualization, and

some brief readings, participants explore the causes and effects of ocean acidification. They learn

that some shell building organisms are and will be negatively impacted by ocean acidification.

They also use the information they gather to create a cause and effect flowchart, which serves as

a mental model for how all of the new information they have learned fits together. Additionally,

participants use their cause and effect flowcharts as the basis for developing solutions to a real-

life problem faced by oyster farmers in one community. Participants end the session by reflecting

on all of the ways in which the crosscutting concept of cause and effect supported their learning

around ocean acidification, as well as any other crosscutting concepts or science and engineering

practices they used during the session.

For each student:

● One copy of pages 86-89 of A Framework for K-12 Science Education

● Handout: Yeast Investigation

● Handout: Data Component of Final Project (distributed in Session 9)

● Handout: Final Project Guideline (distributed in Session 8)

● Handout: Solving Local Environmental Challenges

● Handout: Like Putting Headlights on a Car

● Handout: Key to Data Visualizations (distributed in Session 9)

● For homework - Analyzing and Interpreting Data:

○ NGSS Appendix F, p. 9

○ Framework pp. 51; 61-63

For the Transferring Data from Tables to Visualizations to Interpret activity

For each student:

● One copy of the Yeast Investigation Handout (either with the graph axes labeled or not depending

on which you would prefer to use with your participants)

● Pens

For the Ocean Acidification: Effects on Organisms activity

“Break Down” activity

1 complete set of the following for each group of 4-6 students:

● 1 cafeteria tray

● 1 dropper bottle filled with white vinegar labeled “lower pH water”

● 1 petri dish divided into three parts each with a permanent marker (label each section with one of

the following: shells/corals, seaweed, jellies)

● damp calcium carbonate powder

● gelatin powder (unflavored Knox Brand found in many grocery stores works well)

● small plastic cup/medicine cup

● 2 spoons

● damp seaweed (dampened with tap water)

● shell and coral samples

● Picture of jellies

Ocean Acidification: Effects on Organisms:

a. Prepare limewater. Limewater is a Calcium hydroxide solution. To make

it, dissolve 1/4 tsp Calcium hydroxide powder in 1000 mL of distilled

water. Invert the mixing container several times to mix the powder until

the water is relatively clear—you may need to dilute further so that water

becomes more clear (sometimes it is necessary to dilute by half). To test

the prepared limewater, add about an inch of limewater to each of two

clear cups. Add a few drops of vinegar to one of the cups. Cover the cups

with a lid that has a hole in it for a straw to fit through. Using a straw,

blow into each of the cups for about 30 seconds. Then compare the cups

side by side. The difference between the cups should be visible, with the

plain limewater cup turning cloudy and the cup with added vinegar

staying clear. NOTE: If you prepare the limewater more than immediately

before you pour it into the cups for the groups to use, you may need to

shake the solution before pouring it into the cups. The Calcium hydroxide

can come out of solution.

b. Prepare gelatin powder. Scoop into a small sealable container enough

gelatin powder for each group of 4-6 to be provided with 1 tablespoon.

Dampen the gelatin with water until it is spongy feeling or gelatinous-

looking, but not “liquidy”. Cover the container so that the gelatin powder

does not dry out. Just before class, put about one tablespoon of dampened

gelatin powder into a small medicine cup or other small plastic cup for

each group.

c. Place materials on trays. Place all of the prepared materials on the

cafeteria trays for each of the “Break Down” and “Build Up”

Investigations. Make sure to leave the dampened seaweed and dampened

gelatin powder off the trays until just before class so that they do not dry

out.

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carbon atoms, hydrogen, oxygen, and nitrogen.