Bringing atmospheric chemistry to life for the new generation
A report of field work in Arctic Norway and classroom demonstrations by Zoe Fleming
ECG Committee Member
ECG Bulletin February 2013
ECG Committee Member
ECG Bulletin February 2013
Teaching young people about atmospheric chemistry can be very rewarding, made easier by a continual presence of stories about climate change and pollution in the media and its inclusion in current GCSE syllabuses in chemistry, physics and environmental science. If today's children and young people can be taught to investigate, understand and care for our fragile environment this will lead to a new generation of responsible and passionate scientists. This article gives some examples of how the practical aspects of the topic can be approached with young people, from day exhibits in schools to an expedition to the Arctic. The equipment was funded by the £1000 Challenge, given by the RSC to its interest groups to devise their own activity to promote chemistry in the International Year of Chemistry. The work discussed here represents the contribution of the Environmental Chemistry Group to the Challenge.
Sampling river water
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Taking a daily air sample
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Filtering glacier snow for particulate matter
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Through one of British Exploring’s expeditions (formerly known as BSES), I was able to lead a group of 10 young people carrying out an atmospheric science project. The expedition consisted of young people aged 16-20 and science and mountain leaders, totalling 75 people who spent either 3 or 5 weeks in the Finnmark region of Arctic Norway.
Our goal was to come up with “backpack” experiments requiring minimal equipment that could easily be carried over rough terrain to various camp sites away from the base camp of the expedition and even up onto the Oksfjordjokelen ice cap, up the steep glacial ascents, along with carrying camping equipment, radios, food rations and mountaineering kit. Another challenge was to compete in terms of excitement and goals with the mountaineering and survival challenges of living in this remote environment and to give our science a purpose and sense of reward and a feeling of investigating an area for the first time, like the field scientists of old who were in fact intrepid explorers.
Our goal was to come up with “backpack” experiments requiring minimal equipment that could easily be carried over rough terrain to various camp sites away from the base camp of the expedition and even up onto the Oksfjordjokelen ice cap, up the steep glacial ascents, along with carrying camping equipment, radios, food rations and mountaineering kit. Another challenge was to compete in terms of excitement and goals with the mountaineering and survival challenges of living in this remote environment and to give our science a purpose and sense of reward and a feeling of investigating an area for the first time, like the field scientists of old who were in fact intrepid explorers.
This in fact worked out very well. The young people took to the science and had questions and their own explanations even when we were not in “science” mode. We took daily air samples for analysis for CH4 levels and 13δCH4 back in labs in the UK and diligently carried out a corresponding daily meteorological observation. We investigated pH, nitrate, nitrite, phosphate, sulphate, ammonia in rain water, snow and ice and in lakes and streams and found levels to be reassuringly low in this remote area. Ozone levels were also measured to be under 40 ppbv, and particulate matter deposition on the glaciers was investigated by filtering the snow. During a 24 hour science period with the other four groups on the expedition, we studied the hydrology of the region and the contribution of the glacial run off to the rivers.
Testing soils and waters
Descending off the glacier with plenty of air samples
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Many of the young people in the “Atmospheric Group” were studying chemistry and physics at school or just starting at university, so it was important to connect these topics to daily life in the outdoors, even though these sciences, compared to geology and biology, are traditionally harder to explain visually in the environment. However, it was no surprise that the Atmospheric Group usually achieved the best radio communication with base camp by using their knowledge of radiowaves to position the aerials in the best locations. We also had the best handle on the weather and impending changes in wind direction and also kept a strict tab on any potential contamination of the local environment due to an understanding of the consequences of our activities on the water courses.
A science report was written after the expedition and the state of the environment compared to results from past literature. Also, air samples have been used to compare to air samples taken over the same period in Northern Scandinavia, including from aircraft science flights. The young people have come away with a feeling that science is a lifestyle and a way to get closer to our environment and, as the RSC says, “not all scientists wear white coats.” Back at Leicester University we have pursued further projects with the same equipment, as well as other pollution monitoring equipment that would not have been sensitive enough to detect the levels of pollution in Norway. Several final-year undergraduate students have carried out atmospheric chemistry outreach demonstration projects at the National Space Centre, some local schools, a local museum and at the BBC Star-gazing Live demonstration activities at the University. Among these experiments are an aerosol simulation chamber (which demonstrates how a ‘smog’ cloud of secondary organic aerosol forms from the reaction of biogenic organics like limonene with ozone), a particulate matter filter (made from a coke bottle and a fish tank pump) and a tool for measuring the oxygen content of the atmosphere (quantifying the oxidation reaction of steel wool upon heating). |
Details of these demonstrations from the Journal of Chemical Education are included at the end of this article. These experiments proved to really engage children of primary and secondary school ages and enabled the students to discuss many aspects of atmospheric chemistry with the children.
These experiences show that with imagination and enthusiasm, it is possible to raise young people’s interest in atmospheric chemistry (and environmental science and chemistry in general). So go ahead, I encourage you to plan your own science experiments with British Exploring, or contact the Society to see if they could bring you back samples, or easier still, set up an outreach programme with local schools!
Details of the equipment purchased for remote field work
1. Water quality testing kit: http://www.lamotte.com/environmental_education_monitoring.html
UK contact: www.sword-scientific.co
2. Ozone monitoring badges: http://www.ecobadge.com
British Exploring
www.britishexploring.org (applications for leaders, trainee leaders and young Explorers still open for summer 2013 and beyond to Himalayas, Oman, Norway and Iceland)
Reference material for atmospheric chemistry experiments for demonstrations in schools:
Andino, J. M., Wallington, T.J., Hurley, M.D., Wayne, R.P. A classroom demonstration of the formation of aerosols from biogenic hydrocarbons, J. Chem. Educ., 2000, 77, 1584-1586
Rockwell, D.M., Hansen, T. Sampling and analyzing air pollution, J. Chem. Educ., 1994, 71, 318-322.
Vera, F., Rivera, R., Nủňez, C. A simple experiment to measure the content of oxygen in the air using heated steel wool, J. Chem. Educ.2011, 88, 1341-1342.
Acknowledgements
International Year of Chemistry £1000 challenge for the RSC Environmental Chemistry Group, and Rebecca Fisher at Royal Holloway University, London for analysis of air samples.
Dr. ZOË FLEMING ([email protected])
National Centre for Atmospheric Science (NCAS),
University of Leicester
Leicester LE1 7RH
These experiences show that with imagination and enthusiasm, it is possible to raise young people’s interest in atmospheric chemistry (and environmental science and chemistry in general). So go ahead, I encourage you to plan your own science experiments with British Exploring, or contact the Society to see if they could bring you back samples, or easier still, set up an outreach programme with local schools!
Details of the equipment purchased for remote field work
1. Water quality testing kit: http://www.lamotte.com/environmental_education_monitoring.html
UK contact: www.sword-scientific.co
2. Ozone monitoring badges: http://www.ecobadge.com
British Exploring
www.britishexploring.org (applications for leaders, trainee leaders and young Explorers still open for summer 2013 and beyond to Himalayas, Oman, Norway and Iceland)
Reference material for atmospheric chemistry experiments for demonstrations in schools:
Andino, J. M., Wallington, T.J., Hurley, M.D., Wayne, R.P. A classroom demonstration of the formation of aerosols from biogenic hydrocarbons, J. Chem. Educ., 2000, 77, 1584-1586
Rockwell, D.M., Hansen, T. Sampling and analyzing air pollution, J. Chem. Educ., 1994, 71, 318-322.
Vera, F., Rivera, R., Nủňez, C. A simple experiment to measure the content of oxygen in the air using heated steel wool, J. Chem. Educ.2011, 88, 1341-1342.
Acknowledgements
International Year of Chemistry £1000 challenge for the RSC Environmental Chemistry Group, and Rebecca Fisher at Royal Holloway University, London for analysis of air samples.
Dr. ZOË FLEMING ([email protected])
National Centre for Atmospheric Science (NCAS),
University of Leicester
Leicester LE1 7RH
