Experiment: Ocean Acidification

When acids touch certain substances and surfaces, such as metal or rocks, they can cause chemical reactions, causing them to change. The ocean currently has a pH that is practically neutral or slightly basic. But scientists have discovered that it is becoming more and more acidic… perhaps someone is pouring gallons and gallons of lemon juice or vinegar into its waters? Of course not. An experiment of about half an hour with water, an egg, a pinch of salt and vinegar or lemon juice to begin to understand how and why the sea is changing and becoming more acidic.

Instructions for use:

Enjoy the document online or in paper format, as a recreational activity at home, or during a lesson at school.

Materials needed:

Cold water, 2 glass jars, shells of two eggs, vinegar or lemon juice, fine kitchen salt, labels, pencil.

Procedure:

1. Prepare the labels and stick them on the glasses so you can distinguish them
2. Arrange the jars and pour:Jar 1: water, 1 tablespoon of fine salt
3. Jar 2: water, 1 tablespoon of fine salt and 4 tablespoons of vinegar or lemon juice
4. Gently drop the shells, one into each glass.
5. Leave the eggshells in the jars for a few days and observe what happens. Make some hypotheses about what might happen and describe in detail below what happens each day in the two jars.

Obiettivi di apprendimento cognitivo:

• The student understands the connection between the ocean and climate change.
• The student understands how the ocean absorbs heat and influences climate and weather.
• The student learns physical and chemical concepts related to pollution, climate change and acidification.
• The student gains insight into possible solutions aimed at mitigating the problems of the ocean.

Social-emotional learning goals:

• The student is able to The student is able to express his/her personal relationship with the sea.
• The student is able to investigate the dependence of his/her country on the sea.
• The student is able to understand the importance of protecting the ocean.
• The student is able to make informed decisions regarding the ocean.
• The student is able to understand different perspectives of the impact of daily life on the ocean.
• The student is able to perceive the human connection between climate change and human health.
• The student is able to associate causes, consequences and possible solutions to mitigate the different problems related to the ocean and climate.

Behavioral learning objectives:

• The student is able to talk about the ocean and climate change issues with knowledge.
• The student is able to understand the importance of reducing carbon dioxide emissions to slow down climate change.
• The student is able to reflect on the issues related to sea level rise and the need for new technologies to combat it.
• The student is able to participate in debates on coastal area development and discuss related issues (e.g. urban and coastal development)
• The student is able to organize campaigns to raise awareness of sustainable ocean planning.
• The student is able to organize awareness campaigns aimed at reducing carbon dioxide emissions to reduce climate change.
• The student is able to investigate the relationship of dependence of life on the sea.
• The student is able to understand the importance of protecting the ocean.

UNESCO Education for Sustainable Development Approaches:

Geographical perspective, scientific perspective.

Connection between subjects:

Marine ecology, natural sciences, physics, chemistry, computer science, technology.

Sustainable Development Goals:

• SDG 14 “Life Below Water”
• SDG 4 “Quality Education”

Connection to Ocean Education Principles:

• Principle 1 “The Earth has a large ocean with many features”
• Principle 2 “The ocean and life in the ocean shape the features of the Earth”
• Principle 3 “The ocean has a major influence on climate and weather”