David Wojick
The thread is about the place of Climate Science in the school curriculum.
If it is to be included in the Science area it must conform to the structure of science education.
This would entail a sequential build up of concepts and a heavy reliance on the experimental method.
School A would touch on aspects of Climate Science in a natural way.
For instance different types of heat transfer and insulation.
The periodic table, elements and compounds, gases in the atmosphere, tests for Carbon Dioxide and Oxygen.
The origin of fossil fuels and their sustainability.
On the other hand questions like whether Carbon Dioxide is a pollutant could not be addressed within the students framework of developed concepts.
Students at school level would be unlikely to have studied
Blackbody radiation
Maxwell – Boltzmann Statistics
Planck Radiation Envelope
The Second and Third Laws of Thermodynamics.
The vibrational and rotational modes of molecular absorption of electromagnetic radiation.
Both school A and B spend equal time on science.
So if an expanded module in Climate Science is taught (as in B) there will have to be a reduction in traditional topics to make room.
In Britain about 10% of curriculum time is spend on science in ages 12,13.
About 10% of curriculum time is spend on science in ages 14,15 for non- science specialists.
Up to 30% of curriculum time is spend on science in ages 14,15 for science specialists.
Science is not compulsory beyond age 16.
There are many important areas of scientific study that are not thought to be appropriate in a school curriculum.
Medical Science,Forensic Science,Veterinary Science and so on.
Climate Science as a coherent body of knowledge is best left to the tertiary level.
Its possible that Climate Issues could be discussed at a superficial level in Civics.
I fear that at school level this would be little more than a screening of the Al Gore video and subsequent discussion.