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In this unit we learned about various elements on the period table, their relations with each other (compounds, mixtures) and example of those in real life. For our final summative for criterion d, we needed to write  an essay talking about the stubble burning and fire crackers, which have been huge contributors to climate change, and how science is configured into both issues (for example when the two elements carbon and nitrogen from the stubble are mixed with the oxygen from the fires created, it oxidizes the elements transforming them into harmful pollutants such as carbon monoxide and nitrogen oxide) as well as the sollutions created to counter them (catalytic converters for example were incorporated into the manufacturing of cars, so that they can transform dangerous pollutants like carbon dioxide and nitrogen oxide, into less risky ones such as carbon and nitrogen, before they are released into the air). This I feel directly is in relation to our IDU about the theme "climate equity", as climate equity is about the equitable distribution of climate combating resources, even if disproportional. In the essay, we discussed the various economic, social, and environmental advantages and disadvantages of the sollutions created, such as the technology not being available to everyone (mainly poorer communities)

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This unit is about "How we map matter". We learnt about how different elements create everything around us. We had a summative which talked about how climate change due to firecrackers/Stubble burning is impacting us and the environment in many different negative ways. This helped us understand how many different problems can't be solved equally but equitably.
For exg... India has very less resources but japan has many resources then the distribution of recourses shall be equitable by giving India more resources than Japan

-Rasbani Kaur

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this unit we learned about metals and non-metals and there reaction
we will learn about climate about are world

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Our unit "How do we map matter "connects to climate equity because first of all in our summative criterion D we saw and inquired the affects of fire crackers and burning and we saw that people getting affected are also people who haven't contributed to it at all.

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This unit taught us a lot about metals, non-metals, compounds, and how they combine with other metals, thus I believe it has something to do with climate equity. We learned how the chemicals are impacting both the climate and our world.

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This unit, "How we map matter" was connected in various ways with "Climate Equity" and "Climate Equity."For example -
1. In our summative of criterion D we found how firecrackers and subble burning are harming the climate globally. We found out its solutions and also found out that most counties are getting affected even if they didnt contribute to pollution that much
2. We also saw how the elements which are present on the periodic table, affecting the climate and how some can also help enhance it.
3. Neutralization can also help with enhancing feilds and developing climate and help making the feild not too acidic and not too basic too.

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The unit on "How to map matter" has many relations to the term Climate Equity. One of the primary connections in real life is using the knowledge we have on acids, bases and processes of neutralisation to make the fields and other areas of land free from being extremely acidic and basic in nature. Our summative where we had to write about how different compounds make the atmospheric conditions worse depending on the social activities in a specific area. This helped us learn how to balance the air quality using new inventions/ innovations to normalise and make the climate throughout India highly equitable

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I can connect climate equity to our science unit "How do we map matter" since we have learnt a lot of things that can connect to it. Learning about the various of elements, and the periodic table,  helps us improve the climate and make it equal for all as well. We can connect this to the climate change and climate equity since recently there has been so much pollution and a few countries can afford products like air purifiers to low the AQI, however a few countries cannot since they cannot really afford them.  I think it also connects with acids and bases and how we use them to neutralize various of things in the countries, again a few countries cannot.

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Our unit is about climate equity and "how do we map matter" and is relevant to climate equality. When we map matter, we genuinely know matter and how it functions. Some nations don't have adequate resources. Similar to this, there was a question concerning acidic soil in the summative. Countries like America can easily resolve the problem, but Russia lacks the necessary equipment.

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i feel that this unit is related to climate equity and climate change because in criterion D we researched about fire crackers after Divali because it was effecting climate change and we researched about how to clear the pollution.

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From my point of view the unit "how do we map matter" connects to climate equity. We learn about different types of elements, this helps us understand the elements we use in our daily lives that may contribute to climate change. This unit also helps us understand  about different ways to solve branches of climate problems with distinct elements to promote climate equity . For example we had a summative on pollution and firecrackers, we had to learn about what pollutants are, what elements pollutants are made up of & how to solve the problem of firecrackers and pollution with the help of science and TECHONOLGY. For another example we learnt about acids and basics and how they neutralize each other, in certain places the climate resources may be too acidic or basic so to make them more appropriate we can use our knowledge.

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This unit has been insightful in the ongoing form day this is because we can find what chemicals pollute and ban these chemicals find acids which safely destroy harmful chemicals where as bases  will be used to simplify dangerous substances and help all people get access to these acids bases and chemicals so all people get to use them

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Climate change is related to science and this unit. This is related because in our essay we researched about pollution created by stubble burning and Fireworks. These things create pollution which affects the climate causing lots of climate change. So this is how it is related. It is related to Climate equity because these we were learning about air quality and its effects and some countries and places can't afford to fix this bad air quality and cannot afford air purifiers. So that is how it is related to climate equity.

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Our unit is related climate equity as it's on "how do we map matter". When mapping matter we actually understanding matter and how it's. Some countries dont have enoughf matter. Like in the summative there was a question saying about acidic soil. Contries like america can solve that issue easily but then countries like ukraine dont have the facilities for that matter.

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I think this unit is connected to climate equity as we are learning about how metals and Non-metals work and how they react and in criteria d we learnt about how things react and how we can use them in our daily lives as well.

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In my opinion, climate change and climate equity are related to this unit on "How do we map matter".  Firstly, climate change is caused because of harmful compounds in the air such as CO2.  Climate equity is when countries like China have resources to help climate change but countries like Ukraine don't have the resources. So, to make the situation equitable (Adjusting the situation to make it equal) the resources are distributed. These resources can be mixtures. Also, when a country doesn't have resources to maintain life one of the major things that get impacted is its soil. The soil can become infertile or acidic and if they don't have the equipment to solve it they need it. They need to add a basic like Quint Lime in the soil to make it fertile again.

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In my opinion climate equity I related to this unit on " How do we map matter". I can say this because our criteria D summative was on pollution impacts our daily life and we also learned the elements on the periodic table which causes pollution. During this unit we also learned how neutralization works which is also related to climate change and climate equity.