This Changing Planet video documents scientists' concerns regarding how melting Arctic sea ice will increase the amount of fresh water in the Beaufort Gyre, which could spill out into the Atlantic and cause major climate shifts in North America and Western Europe. The video includes interviews with scientists and a look at the basics of how scientists measure salinity in the ocean and how ocean circulation works in the Arctic.

This video addresses acidification of the ocean and the ecological and economic implications of the resulting pH change on marine life. It includes information about how ocean acidification resulting from increased absorption of CO2 from the atmosphere is affecting ocean species such as sea urchins and oysters. Scientists from the University of California at Santa Barbara discuss their experiments with sea creatures in acidic sea water. There is an associated lesson plan and classroom activity that has students test the effects of CO2 on water pH.

The video addresses impact of warming temperatures on major lakes of the world with specific focus on Lake Superior and Lake Tanganyika. It discusses the science of water stratification and its impact on lake ecosystems and on human populations whose livelihoods depend on the lakes.

This video examines what will happen to crops as Earth's temperature rises and soils dry out because of changing climate.

Confederate president Jefferson Davis's capture by Union cavalry on May 10, 1865, while allegedly fleeing in women's clothing, inspired a rash of prints exploiting the tale's comic possibilities. According to Davis's autobiography, at the time of his capture he was wearing his wife's raglan overcoat, which he had mistakenly put on in his haste to leave, and a shawl, which his wife had thrown over his head and shoulders. The Northern press made the most of his "last shift," transforming the shawl to a bonnet, and sometimes even portraying Davis wearing a hoopskirt and full female dress. Since Davis had apparently tried to escape casually with a black servant carrying water, he was often pictured carrying a water bucket. Another detail added by the cartoonists was a Bowie knife. Here the artist shows a camp in the woods where Davis, wearing a dress, shawl, and bonnet, and carrying a water bucket labeled "Mom Davis" and a Bowie knife, is accosted by Union soldiers. One Union soldier (center) lifts Davis's skirt with his saber mocking, "Well, "old mother," boots and whiskers hardly belong to a high-toned Southern lady." Davis implores, "I only wish to be let alone." At right another soldier, speaking in a Germanic accent, says, "Mein Gott, ter "olt mutter" vears ter pig gavalrie poots! . . . " He may be intended to represent the Norwegian-born tanner who first spotted Davis. The soldier at left exclaims, "Jerusalem! her "old Mother," hey! Its ld "Leach'" in petticoats--That's so." Behind Davis a woman warns, "Do not provoke tĚ_Ąhe President,' he might hurt some one." A black youth, presumably Davis's servant, looks on, exclaiming, "Golly Marse Yank, de old Missus is "done gone" shu-ah! . . ." At far right a waiting Confederate carriage containing barrels of "Whiskey" and "Stolen Gold" is visible. This impression was deposited for copyright on June 5, 1865, less than a month after Davis's capture. |Entered . . . 1865 by Oscar H. Harpel, (Opera House, Cincinnati) Ohio.|Signed: Design by Burgoo Zac|Title appears as it is written on the item.|"The Confederate Image," p. 85.|Weitenkampf, p. 150.|Forms part of: American cartoon print filing series (Library of Congress)|Published in: American political prints, 1766-1876 / Bernard F. Reilly. Boston : G.K. Hall, 1991, entry 1865-11.

In this video segment adapted from NOVA, scientists are on the hunt for tornadoes. Using Doppler radar, they gather data in the hopes of solving the mystery of how tornadoes form.

The health of the watershed has a direct impact on the health of those that use it. This unit introduces students to the concept that imbalances and contaminants in the watershed can cause disease and infection in humans. The first part of this unit begins with an introduction to the major concept of a watershed and how humans can have a direct impact on the chemicals and organic matter that are carried within. Students study how chemical contaminants including mercury, nitrogen, arsenic, and lead are introduced into the watershed and the clinical presentation of these contaminants in humans. Each contaminant includes real-world case studies—including the arsenic ground-water contamination in Bangladesh and the lead pipe incident in Washington DC.

Students will also learn about microbial pathogens including coliform bacterial species, Naegleria fowleri , and Cryptosporidium . All pathogens include examples of how they are introduced into the watershed, how they infect humans, and how to remediate these pathogens. Sample case study formats for the presentation of this material are included in the activities section, along with labs that students can perform.

This is an undergraduate introductory laboratory subject in ocean chemistry and measurement. There are three main elements to the course: oceanic chemical sampling and analysis, instrumentation development for the ocean environment, and the larger field of ocean science.
This course is offered through The MIT/WHOI Joint Program. The MIT/WHOI Joint Program is one of the premier marine science graduate programs in the world. It draws on the complementary strengths and approaches of two great institutions: the Massachusetts Institute of Technology (MIT) and the Woods Hole Oceanographic Institution (WHOI).

This core class in the Environmental M.Eng. program is for all students interested in the behavior of chemicals in the environment. The emphasis is on man-made chemicals; their movement through water, air, and soil; and their eventual fate. Physical transport, as well as chemical and biological sources and sinks, are discussed. Linkages to health effects, sources and control, and policy aspects are discussed and debated.

In this video produced for Teachers' Domain, learn about MIT professor Cathy Drennan's research into microorganisms that remove carbon dioxide, a greenhouse gas, from the atmosphere.

Drs. Amy and James Kabrhel authored this chapter to accompany their use of OpenStax's Chemistry: Atoms First 2e in Chemistry 212: Principles of Chemistry II at the University of Wisconsin - Green Bay.

Introduction; Section 22.1 The Air Around Us; The Layers of the Atmosphere; The Gases of the Atmosphere; Photochemistry; Photodissociation; Photoionization; Ozone; Section 22.2 Human Impacts on the Atmosphere; Ozone Depletion; Toward Ozone Restoration; Acid Rain; Combating Acid Rain; Photochemical Smog; Decreasing Smog; Section 22.3 A Changing Climate; The Greenhouse Effect; Water Vapor; Carbon Dioxide; Climate Change; Climate Change Solutions; Section 22.4 A World of Water; Ocean Acidification; Coral Reefs; Eutrophication; Agricultural Runoff; Desalination; Water Treatment Facilities; Section 22.5 Plastics; Background; Types of Polymers and How They Relate to Recycling; Recycling; Reduction; Spotlight: Social Media Misinformation; Section 22.6 Turning Problems into Solutions; Green Chemistry; Carbon Capture; Renewable Energy; Types of Renewable Energy; Change Begins with One: You; Key Terms

Chemistry and the Environment is designed to accompany a one-semester course in chemistry-based discussions of important environmental issues such as air pollution, the ozone layer, climate change and water quality. Chemical principles are introduced, followed by environmental ‘focus’ sections to base discussions on the scientific principles and societal intricacies of the individual topics. Instructors can also use the focus sections as a resource for presentation slides. Chemistry 2e is designed to meet the scope and sequence requirements of the two-semester general chemistry course. The textbook provides an important opportunity for students to learn the core concepts of chemistry and understand how those concepts apply to their lives and the world around them.

This unit exposes students to basic concepts of hydrology, like the hydrological cycle, water budget of a river and chemistry of carbon in freshwaters. Students will explore and study the components of the hydrological cycle, the factors that influence this cycle, investigate the water budget equation and compare and contrast two watersheds that have similar overall amount of precipitation, but differ in terms of temperature and climate.

Students will also learn about pollutants in fresh waters, pH and pOH of water and its influence on the ecosystem, chemistry of carbon and heavy metals and how does a sewage treatment plant work. As a part of their curriculum, a field trip to a local sewage treatment plant is highly recommended for students and teachers.

Each lesson will be accompanied by a lesson plan. Depending on lesson, also included will be examples and applications (problems to be solved by students using concepts presented in the lesson).

The unit is intended to be taught in 10th or 11th grade Physical and Environmental Science classes, but it can be used also by middle school 7th and 8th grade Science teachers to expose students to concepts related to physical, chemical properties of water, states of matter, physical and chemical change, water cycle and basic geology.

The unit will last approximately three weeks.

The properties of Water is discussed in this unit, as well as the methods of Wastewater treament  and the Water cycle.

In an upper-level seminar course, students bear significant responsibility for their learning. This activity provides the framework to help them identify the exact topics that they will discuss throughout a course in Environmental Analysis. The students are given constraints so that they don't either wander completely aimlessly through the environmental literature or pick only papers on their favorite topic. They are instead asked to dip into the literature to find papers that deal with analysis of pollutants in air, water, and solid matrices, and to have at least one that is relevant to climate change.

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To increase students' awareness of possible invisible pollutants in drinking water sources, students perform an exciting lab requiring them to think about how solutions and mixtures exist even in unsuspecting places such as ink. They use alcohol and chromatography paper to separate the components of black and colored marker ink. Students witness first-hand how components of a solution can be separated, even when those individual components are not visible in solution.

SYNOPSIS: This lesson is about the distribution and density of trees in urban areas and how that relates to environmental justice.

SCIENTIST NOTES: This lesson uses data from peer-reviewed research that breaks down the forest cover in cities as it correlates to income. The evidence is clear and convincing that more affluent neighborhoods have more tree cover, which has a documented benefit on the residents. All external links are scientifically sound, and this lesson has pass our science quality assessment.

POSITIVES:
-This is an engaging lesson because it is so personal. Students will think about tree cover where they live and how that relates to demographic data.
-Students will practice their data analysis skills.

ADDITIONAL PREREQUISITES:
-It is necessary to share the Student Slideshow with your students and give them editing access before beginning the lesson. All students will be writing in the same slideshow.
-The videos list the benefits of trees pretty quickly. It might be hard for students to type fast enough to keep up. You could play the videos at 0.9 speed or replay parts of the videos as necessary.
-The following is a list of benefits of trees. Students will create a similar list while they are watching the two videos outlining the benefits of trees.

-Reduce nearby outside temperatures
-Reduce amount of energy used for heating and cooling buildings
-Absorb carbon dioxide, thus mitigating climate change
-Filter urban pollutants and fine particulates
-Provide habitat, food, and protection to plants and animals
-Provide food for people
-Increase biodiversity
-Provide wood that can be used at the end of a tree’s life
-Improve physical and mental health of people
-Increase property values
-Create oxygen
-Provide shade for people and animals
-Control stormwater runoff, protecting water quality and reducing the need for water treatment
-Protect against mudslides
-Help prevent floods
-Improve air quality
-Increase attention spans and decrease stress levels in people
-Improve health outcomes in hospital patients

DIFFERENTIATION:
-Teachers can use the glossary at the end of the slideshow at any point throughout the lesson to help students understand vocabulary.

-The spreadsheet and the graph on slide 11 might be tricky. Encourage your students to turn and talk to one another for help.

-Many students will not have a good understanding of Celsius. Easy reminder: Multiply the temperature in Celsius by 1.8 to get degrees Fahrenheit. Example: 2.5°C x 1.8 = 4.5°F (The temperature difference between poorest and richest census blocks in Milwaukee, Wisconsin.)

Around the world, major challenges of our time such as population growth and climate change are being addressed in cities. Here, citizens play an important role amidst governments, companies, NGOs and researchers in creating social, technological and political innovations for achieving sustainability.

Citizens can be co-creators of sustainable cities when they engage in city politics or in the design of the urban environment and its technologies and infrastructure. In addition, citizens influence and are influenced by the technologies and systems that they use every day. Sustainability is thus a result of the interplay between technology, policy and people’s daily lives. Understanding this interplay is essential for creating sustainable cities. In this MOOC, we zoom in on Amsterdam, Beijing, Ho Chi Minh City, Nairobi, Kampala and Suzhou as living labs for exploring the dynamics of co-creation for sustainable cities worldwide. We will address topics such as participative democracy and legitimacy, ICTs and big data, infrastructure and technology, and SMART technologies in daily life.

Based on working on exercises on project decision making and planning, the specific context of working abroad in general and in developing countries in particular is illustrated, with regard to socio-cultural aspects, planning and financing of projects, roles of (consulting) engineers and contractors, local materials, techniques and knowledge and environmental issues.

Students observe clams (Mercenaria) in a salt water aquarium, paying attention to siphons and any burrowing. They then remove the clams and describe the external morphology. The clams are then dissected, with special attention made to features (siphons, muscles) that leave observable marks on the shells. They are then provided the shells of a different genus (Mya) and asked to predict the soft tissue morphology and life mode.

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