MS-ESS3-5 (This Week's Focus)

What it means: Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century.

In student language: I can ask questions and use evidence to explain why Earth is getting warmer.

Spiral Standards from Cycle 2 (You already learned these!)

• MS-PS1-5: Atoms are conserved in reactions (mass in = mass out)
• MS-PS1-6: Chemical reactions can release or absorb thermal energy

How These Connect (3-Dimensional Learning)

Target 1: Explain why CO₂ absorbs heat but N₂ doesn't

Self-check: Can I describe what happens to CO₂ molecules when they absorb infrared radiation?

Target 2: Trace carbon atoms through the carbon cycle

Self-check: Can I count atoms on both sides of a chemical equation and show they're equal?

Target 3: Design a structure that traps thermal energy

Self-check: Can I explain WHY I chose each material using science concepts?

Target 4: Connect bond energy concepts to the greenhouse effect

Self-check: Can I explain why absorbing energy makes molecules vibrate (not break)?

It's a sunny 75°F (24°C) day. You park your car for 30 minutes. When you come back:

• The dashboard is over 150°F (65°C) – too hot to touch!
• The steering wheel burns your hands
• But the air outside the car is still just 75°F

The car isn't generating any heat. It's just sitting there. So where is all this extra heat coming from?

🤔 Driving Question: Why does a car get hot inside but not outside? And what does this have to do with Earth's climate?

📊 Why This Matters:

The same physics that heats your car is warming our entire planet. Understanding this process at the molecular level is key to understanding climate change – and it's all connected to the chemistry you learned in Cycle 2!

What You'll Do (~10 minutes)

1. Think about what you already know about heat and energy (2 min)
2. Make predictions about WHY cars get hot inside (3 min)
3. Connect to your Cycle 2 chemistry knowledge (3 min)
4. Submit your predictions before moving on (2 min)

Think About This:

• Sunlight passes easily through car windows. What TYPE of energy is that?
• When sunlight hits the dashboard, what happens to that energy?
• The dashboard gets hot - that means the molecules are moving faster. Why can't that heat escape through the windows?
• How might this be similar to what happens with Earth's atmosphere?

Cycle 2 Connection Question:

When molecules absorb energy, they can either vibrate faster or the energy can break bonds. Which one do you think happens to molecules in the dashboard when they absorb sunlight? (Hint: Does the dashboard fall apart?)

Complete the Form Below:

Your responses save automatically. When you finish all questions, click Submit.

Before Moving to Station 1, Check:

• ☐ I made a prediction about what type of energy enters through car windows
• ☐ I made a prediction about what happens to that energy inside the car
• ☐ I connected this to bond energy concepts from Cycle 2
• ☐ I clicked "Submit" on the form

↑ Back to Quick Navigation

Use the PhET simulation to test different molecules and discover why carbon dioxide (CO₂) absorbs infrared radiation while nitrogen (N₂) does not. This is the molecular-level secret to the greenhouse effect!

Time Breakdown (18 minutes total):

Step 1: Open the PhET Simulation (in a new tab)

Click Here to Open PhET: Molecules and Light →

Chromebook Controls:

• Click and drag to move things around
• Use the dropdown menus on the left to select light type and molecule type
• If the simulation is slow, close other tabs to free up memory
• Keep this Canvas page open in another tab so you can switch back

Step 2: Run Your Investigation (12 minutes)

Follow these exact steps and record what you observe:

Why the Difference? Compare the Molecules:

Pattern: Molecules with 3+ atoms can vibrate in multiple ways (stretch, bend). Molecules with only 2 identical atoms cannot absorb IR effectively.

CRITICAL QUESTION - Think Carefully!

"When IR energy is absorbed by CO₂, do the bonds BREAK or do the molecules just VIBRATE faster?"

Cycle 2 Connection: Remember - breaking bonds REQUIRES a lot of energy. Infrared radiation doesn't have enough energy to break CO₂'s strong double bonds. It only has enough energy to make the bonds vibrate.

How You'll Be Scored (20 points total):

Complete the Form Below:

Record your observations from the PhET simulation. Be specific about what you observed!

Stuck? Try These:

• Simulation won't load? Refresh the page. If still not working, try a different browser (Chrome works best).
• Can't see the molecules moving? Make sure you selected "Infrared" on the left side, then watch the center of the screen closely.
• Not sure what "vibrate" means? Look for the molecule stretching, bending, or wiggling - it doesn't break into pieces.
• Still confused? Email Rosche or ask a classmate who's finished this section.

Before Moving to Station 2, Check:

• ☐ I tested all 4 molecules (N₂, O₂, CO₂, H₂O) with infrared
• ☐ I can explain that CO₂ vibrates (doesn't break) when absorbing IR
• ☐ I understand why molecules with 3+ atoms can absorb IR
• ☐ I connected this to endothermic processes from Cycle 2
• ☐ I clicked "Submit" on the form

↑ Back to Quick Navigation

Prove that carbon atoms are NEVER created or destroyed—just rearranged. This is your Cycle 2 conservation of mass applied to Earth's climate system!

Time Breakdown (15 minutes total):

The Carbon Cycle - Where Carbon Goes

The Chemical Equations - Count the Atoms!

Calculation Example: How Much Carbon Does a Tree Store?

Complete the Form Below:

Use the information above to answer the questions. Show your work on calculations!

Before Moving to Station 3, Check:

• ☐ I can count atoms on both sides of a chemical equation
• ☐ I calculated the carbon storage correctly (48 × 0.27 = ~13 lbs)
• ☐ I understand that burning doesn't destroy carbon—just moves it
• ☐ I clicked "Submit" on the form

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Apply what you learned about thermal energy in Cycle 2! Design a structure that maximizes heat retention. You must explain WHY each material choice affects thermal energy flow—no guessing allowed!

Time Breakdown (20 minutes total):

Design Constraints (You MUST Follow These):

• Size limit: Must fit in a 20cm × 20cm × 20cm space
• Materials: Choose from the 5 available materials below
• Goal: Maximize temperature increase when exposed to light
• Requirement: Explain EVERY choice using thermal energy concepts from Cycle 2

Available Materials - Choose Wisely!

Think Through Your Design - Use Cycle 2 Concepts!

Example of a GOOD Justification (This is what we're looking for!):

Notice: Every choice is explained using science concepts, not just "because it works."

How You'll Be Scored (25 points total):

Complete the Form Below:

Describe your design in detail and explain every choice using science!

Before Moving to Exit Ticket, Check:

• ☐ I described WHERE each material goes in my design
• ☐ I explained WHY I chose each material using thermal energy concepts
• ☐ I connected my design to the greenhouse effect
• ☐ I mentioned molecular motion (particles moving faster = higher temperature)
• ☐ I clicked "Submit" on the form

↑ Back to Quick Navigation

This exit ticket tests whether you can use your Cycle 2 chemistry knowledge to explain climate science. There are 6 questions: 2 about today's new content, 2 that spiral back to Cycle 2, 1 integration question, and 1 SEP-1 question generator.

What You'll Be Asked:

Tips for Strong Answers:

• Use vocabulary: greenhouse effect, infrared, vibration, conservation, endothermic
• Explain at the molecular level: "When molecules absorb IR, they vibrate faster..."
• Connect to Cycle 2: Use what you know about bond energy!
• Be specific: Don't just say "it traps heat" - explain HOW it traps heat

STOP! Self-Check Before You Begin:

Can you answer YES to all of these? If not, scroll back up and review that section.

• ☐ I can explain why CO₂ vibrates (not breaks) when absorbing IR [Review Station 1]
• ☐ I can count atoms on both sides of a balanced equation [Review Station 2]
• ☐ I can explain material choices using thermal energy concepts [Review Station 3]
• ☐ I remember that endothermic = absorbs energy, exothermic = releases energy [Review Hook]

Complete the Exit Ticket Below:

Take your time. Show what you've learned today!

You're Done When:

• ☐ I answered all 6 questions thoughtfully
• ☐ I used science vocabulary in my explanations
• ☐ I connected Cycle 2 chemistry to today's climate concepts
• ☐ I wrote 2 testable scientific questions (SEP-1)
• ☐ I clicked "Submit" on the form

↑ Back to Quick Navigation

Today you discovered something powerful: the chemistry you learned in Cycle 2 explains one of the biggest challenges facing our planet. You now understand the greenhouse effect at the molecular level—that's real science with real-world impact!

1. The Greenhouse Effect at the Molecular Level

• CO₂ absorbs infrared radiation and vibrates faster (doesn't break apart)
• This absorbed energy is re-emitted in all directions, including back to Earth
• N₂ and O₂ can't absorb IR because of their molecular structure

2. Conservation of Mass in the Carbon Cycle

• Carbon atoms are NEVER created or destroyed—just rearranged
• Burning fossil fuels RELEASES carbon stored millions of years ago
• One tree stores about 13 lbs of carbon per year

3. Engineering Connection

• Dark materials absorb energy → particles move faster → temperature increases
• Your thermal trap design uses the SAME physics as the greenhouse effect!