Carbon Credits: Project Based Learning to Enhance Conceptual Understanding

Abstract

In this section of Resonance, we invite readers to pose questions likely to be raised in a classroom situation. We may suggest strategies for dealing with them, or invite responses, or both. “Classroom” is equally a forum for raising broader issues and sharing personal experiences and viewpoints on matters related to teaching and learning science. Environmental science is a mandatory subject for engineering freshmen in all branches in India. Students learn various topics related to the environment such as ecosystem, natural resources, renewable and non-renewable resources, biodiversity, conservation of biodiversity, environmental pollution, greenhouse gases, global warming, ozone depletion, Kyoto protocol, Montreal protocol, the concept of green building, low carbon lifestyle, etc. One of the important concepts in reducing greenhouse gas emissions (mainly carbon dioxide) is the concept of ‘carbon credits’. Various books and websites explain carbon credits but none in a manner easily comprehensible to freshman engineering. An earnest attempt is made in this short didactic article to explain carbon credits lucidly. No new concept is conveyed in this short article; it only ameliorates classroom teaching. Further, a project-based learning (PBL) activity is suggested, which can enhance students’ comprehension of the concept of trading carbon credits. This topic can also be taught in engineering chemistry.