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Will you be focusing on people who have not taken an environmental class? I think you can get two different extremes depending on if you ask an environmental student vs a non-environmental student. 

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Will you be focusing on people who have not taken an environmental class? I think you can get two different extremes depending on if you ask an environmental student vs a non-environmental student. 

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I agree with many others that it will be difficult to find a baseline. I think that to see a real change in carbon foot prints of Mayfield Students you will have to go back to when they first learned about it and I would probably take several years for someone to make a significant change. Or are you only considering those who made an immediate change?

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how do you plan to compare the difference in carbon footprints before and after learning about them. I know that I do not keep track of my carbon footprint, and I didn't before I took the class either. How do you plan to measure that difference if kids do not know there before and after footprint.

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I personally feel this question is very limited. The only group of students you could study is those that have taken environmental science because that is who studies the carbon footprint. That is a small population to be looking at in order to draw conclusions

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When you say 'exploring climate change' do you mean being taught that material in an education setting? Can this group of participants be chosen based on the classes they have taken at Mayfield such as environmental science

Also agreeing with Katie's comment, how do you plan on measuring a persons carbon footprint? Will it be based on specific aspects such as their gas mileage and transportation, or the types of food they eat and their diet

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How would you find the size of the carbon footprint of someone before exploring the topic of climate change. Would you determine students who have not take environmental science classes to have not explored climate change? Also, would the level of involvment in the exploration of climate change be taken into account, for example a student who activley participates in AP environmental and a student who is in AP environmental but does not pay attention?

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Will you be comparing students who take classes that cover this vs students who have not? Or will you be comparing the carbon footprint before and after a class like AP Environmental Science was added to the curriculum? If the latter, how will you address the potential confounding variable of the increase in carbon footprint over time, which would sway the data from before and after?

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I think this is a great topic! How do you intend to measure the major change in the carbon footprints? What resources might you use to gather such data?

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Going off of the last two statements, exploring what sorts of units taught within the environmental sciences have caused students to take action towards their carbon footprint, and also exploring whether these initiatives have lasted past the time spent in class.

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I think this is a really interesting topic. Do you have a way of measuring the carbon footprint of students? I know that Spigutz has her students take a quiz kind of thing that will tell a person how large their footprint is. Do you know how you will be able to identify the change in the footprints, though?

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I like this concept a lot, however, I am wondering how you might measure this change in carbon footprint? Possibly a website that determines it for you and then compare the results?

Also, how are you going to define "exploring the topic of climate change"? Does that mean taking Environmental Science as a class, or participating in the Environmental Club?

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This is definitely an interesting topic! Would you use just AP environmental Science classes, or include regular ones too?

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Has exploring the topic of climate change caused a major change in the carbon footprints of Mayfield High School students?