Illustration of goal in a bucket.
Teacher Guide

Carbon capture & storage

Mitigating environmental impact

This is the teacher guide for this lesson. A student-focused guide to assist learners as they perform the activity is available.

View the student guide: Carbon capture & storage

How can we capture CO2 gas and cycle it naturally on Earth? What impacts could that have on Earth and to humans/wildlife?

  • Two easily compressible plastic water bottles (6 oz.) per group, with secure lids
  • 200 mL distilled water
  • 2 bags of basalt dust per group
  • 5 g of baking soda (about a teaspoon) per group
  • 60 mL vinegar (about ¼ cup) per group
  • Balloon
  • Flask

In this experiment, students explore enhanced weathering by using basalt dust to capture and sequester carbon dioxide (CO2). By sealing CO2 in a bottle with water and crushed volcanic rock, students observe a visible drop in pressure as the bottle walls shrink, a direct result of the gas being chemically converted into stable bicarbonate and carbonate minerals.

  • Total time
    Setup: 30 minutes | Observation time: 3 days+ | Discussion & conclusion: 30 minutes
  • Education level
    Grades 6 - 10
  • Content Area
    Earth & environmental science, geology, chemistry, physics
  • Educational topic
    Carbon dioxide, water, natural elements, geology, rocks

Consider preceding this lesson with Gizmo’s Carbon Cycle Virtual Lab.

Check out this article regarding the experiment detailed here: Transforming Carbon Dioxide into Rocks.pdf

How does chemical weathering capture CO₂?

Basalt dust carbon capture relies on a natural process called chemical weathering. Weathering is the set of reactions by which minerals in rocks slowly break down when exposed to water, acids, and atmospheric gases. When certain silicate minerals in basalt react with carbon dioxide (CO₂) and water, the CO₂ is transformed into dissolved bicarbonate (HCO₃–) or solid carbonate minerals (like calcite or magnesite). In either form, the carbon is removed from the atmosphere and stored for long periods — this is called mineralization or carbon sequestration.

What is basalt, and how does it form?

Basalt is one of the most common types of volcanic rock on Earth — it forms the majority of the ocean floor and much of the crust beneath continents. It is a dark-colored, fine-grained igneous rock that solidifies from lava rich in iron and magnesium (mafic lava). Because basaltic lava is relatively low in silica, it is fluid and can flow easily, spreading over large areas before cooling.

Why basalt?

Basalt is a volcanic rock commonly found in the Earth’s crust. It contains silicon (Si), iron (Fe), calcium (Ca), sodium (Na), potassium (K), magnesium (Mg), and aluminum (Al) oxides. Those cations react with CO₂ (as dissolved CO₂/HCO₃⁻/CO₃²⁻) to form stable carbonate minerals (e.g., calcite, magnesite, siderite), making basalt a suitable natural mineral carbonation feedstock to form stable carbonate minerals. Because basalt is relatively common and contains the right chemistry, it is a practical candidate for enhanced weathering.

The role of grinding & surface area

Normally, rock weathering takes thousands of years. Scientists have learned that by grinding basalt into fine dust and spreading it over soil or mixing it with water, the surface area increases dramatically, and the reaction happens much faster. Basalt dust reacts with CO₂ in the air or in soil water, gradually turning the gas into harmless carbonate minerals. This process reduces CO₂ concentration in the atmosphere, helping slow global warming.

Benefits beyond carbon removal

  • Soil fertility: Weathering improves soil health, because the weathering releases nutrients like calcium, magnesium, and iron that plants can use.
  • Ocean chemistry: When bicarbonate is transported to the ocean it increases alkalinity, which can help counteract ocean acidification. Both effects are reasons researchers investigate enhanced weathering as a climate mitigation strategy.

A simplified silicate-to-carbonate reaction:

CaSiO3 + CO2 —> CaCO3 + SiO2

This shows CO₂ turning into a solid carbonate, with silicate converted to silica.

Olivine (a common basalt mineral) weathering in water (simplified):

Mg2SiO4 + 4CO2 + 4H20 —> 2Mg2+ + 4HCO3- + H4SiO4

The magnesium ions and bicarbonate produced can eventually form stable carbonate minerals or be transported to the ocean and stored as dissolved inorganic carbon.

How this produces the classroom observation (bottle shrinkage)

In the student activity, CO₂ is dissolved into the water inside a sealed bottle, and basalt dust is added. If the basalt reacts with the dissolved CO₂, the gas concentration in the bottle decreases and the internal pressure drops, causing the flexible bottle walls to shrink. That shrinkage is a convenient, visual proxy that some of the CO₂ has been taken up by the water-rock reaction.

Responses to common student questions

“If rocks can capture CO₂, why don’t we just spread basalt everywhere?”

While basalt can help remove CO₂, using it on a large scale takes a lot of energy and material. The rock must be mined, crushed into fine dust, and transported, which itself can produce emissions if powered by fossil fuels. Scientists are studying how to make the process more efficient and environmentally safe, so it helps more than it harms. It’s a balance between benefits and practical limits.

“Is the captured CO₂ stored forever?”

When CO₂ reacts with basalt, much of it forms solid minerals like calcium carbonate or magnesium carbonate. These are stable for thousands to millions of years, effectively locking the carbon away. Some CO₂ also turns into bicarbonate dissolved in water, which can stay safely stored in oceans for very long times before eventually being buried in sediments. So yes — in most cases, it’s stored for very long periods.

“Could adding basalt dust hurt plants or animals?”

Basalt dust mainly contains natural minerals such as calcium, magnesium, and iron —— nutrients that many soils actually need. In moderate amounts, basalt can improve soil fertility and help plants grow. However, if too much dust is added or if it’s not well managed, it could change soil chemistry or release fine particles into the air. That’s why scientists test it carefully before using it in real environments.

“Can this really make a difference for climate change?”

Enhanced weathering alone isn’t enough to solve climate change, but it can be one part of the solution. It works best alongside reducing fossil fuel use and protecting forests. Think of it as a supporting tool — a natural chemical process that helps offset some of the CO₂ already in the air.

Key terms
  • Carbon dioxide (CO2)A colorless gas that absorbs infrared radiation, contributing to greenhouse phenomena.
  • Greenhouse effectThe natural process by which certain gases in Earth's atmosphere trap heat radiating from the Earth toward space, keeping the planet warm.
  • Carbon captureThe process of removing carbon dioxide from the atmosphere.
  • Carbon sequesteringA way to convert atmospheric CO2 into solid matter for long term storage.
  • Rock weatheringWeathering is the deterioration of rocks, soils and minerals (as well as wood and artificial materials) through contact with water, atmospheric gases, sunlight, and biological organisms.
  • Mineralization process In geology, mineralization is the deposition of economically important metals in the formation of ore bodies.
Before the experiment
  • Consider preceding this lesson with Gizmo’s Carbon Cycle virtual lab.

  • We invite you to watch a brief video demonstration of the developer conducting the experiment you’ll be facilitating with your students. This video can also be shown to students AFTER they conduct the experiment or if students are unable to perform the experiment.

  • Print student guides if using physical copies, and set up materials at the front of the classroom.

Setting up
  • Explain what CO2 and other gases are and the greenhouse effect they have on the planet. These concepts are explored in Activity 1-3 of this set.

  • Initiate students' initial ideas about the idea of chemical weathering. Show and explain examples.

  • Explain basalt and how it forms.

  • Have students make a prediction about what they expect will happen between the basalt-filled bottles. What do they think the effects of regular air versus CO2 will be? This is a long experiment, it's important to note down a hypothesis beforehand!

  • Safety Reminders

    • Students should wear safety goggles when setting up the experiment
    • CO2 and basalt dust should not be inhaled
    • Distilled water should not be consumed
During the experiment

Students will observe the following procedures:

  • Gather two plastic water bottles (make sure they are easily compressible and don’t have strong walls).

  • Pour 200 mL of distilled water into each of the two plastic water bottles. Label them “control” and “experiment”.

  • Pour 1 bag of basalt into each of the water bottles. Swirl to mix.

  • In a flask, put ~1 teaspoon of baking soda.

  • Have someone in your group prepare to stretch a balloon over the top of the flask.

  • Over a sink or tray, pour ~60 mL vinegar into the flask with the baking soda and immediately stretch/secure the balloon over the mouth of the flask. Swirl the bottle to keep the reaction going until complete. The reaction (baking soda + vinegar) makes CO₂ and inflates the balloon.

  • When bubbling stops and the balloon is well inflated, pinch the balloon opening closed so the gas doesn’t escape.

  • Take the pinched balloon to the “experiment” bottle. Secure the end of the balloon over the mouth of the bottle and release the pinch. Allow the CO2 to be released into the bottle. This will happen because CO2 is more dense than air, so it will fall and displace the air.

  • Close the carbonated experimental bottles and shake. The walls will shrink as CO2 dissolves in the water. (Rrepeat steps 2 and 3 over and over until the walls don’t compress anymore, indicating the carbon has fully dissolved into the bottle.)

  • Make sure both bottles are fully closed and leave them out for 3 days.

    Ask students to:

    • Note the color of the basalt solution. (As the basalt reacts with CO2, a thick light brown layer will form.)
    • Take a photo of the CO2 and control bottle every day.
    • Record data and observation of bottles every day.

    The walls of the carbon-dioxide-filled bottle will shrink as the carbon dioxide reacts with the basalt and forms carbonates. This shrinking is demonstrating CO2 absorption of basalt rocks/powder. Because of the chemical reaction, the CO2 bottle will have some thick brown substances.

Discussion and conclusion

Choose any or all of the discussion and conclusion prompts below. We’re aware that climate change can bring up a variety of perspectives and emotions in the classroom – see our Critical Conversations Guide for tips on how to facilitate an open dialogue surrounding these issues.

  • Have the students relate back to their hypothesis. Were they right or wrong? If they were right, they should then be able to explain what causes the shrinking of the CO2 bottle. If the results did not follow their hypothesis, then was their hypothesis wrong or were there errors in the experiment that could be improved on the next run?

  • Ask students: what could explain the shrinking of the bottles? Which bottle lost carbon dioxide? What's the pressure in each bottle?

  • Have students identify the new white grains mixed with the black basalt dust, which are solid carbonate minerals.

  • Help students connect this observation to the law of conservation. CO2 doesn’t disappear…where does it go?

Linking to the real world
  • Ask students how this relates to the real world: What produces basalt rock? Could this already be happening all around us?

  • Ask students to think of what other carbon capture processes are around us (a good example are trees as carbon sinks).

  • Have students discuss the pros and cons of implementing carbon sequestration on a larger scale, such as spreading basalt dust on a large farm (or a lot of farms). How would that impact the farm, as well as Earth’s climate? See common student questions for more information on scaling up carbon sequestration through basalt.

  • Have students brainstorm solutions to take more CO2 out of the atmosphere and think about what impact these solutions would have on the climate.

Additional resources

For advanced classes or AP Environmental Science check out this article to link to the following APES topics:

  • Topic 6.9: Geothermal Energy (Understanding the volcanic mechanics of Iceland).
  • Topic 9.4: Greenhouse Effect (The mechanism being mitigated).
  • Topic 9.7: Ocean Acidification (The alternative "sink" if carbon is not sequestered).
  • Science Practice 5: Data Analysis (Calculating storage years and evaluating theoretical vs. realistic capacities).

Real-world connections

  • Sign up for Physicists To-Go to have a scientist talk to your students.
  • Have students read and reflect on this year’s scientist profile on Eunice Newton Foote.

Credits

Developed by: Angella Johson, Mahmoud Hallack, Sharanya Palit, Henry Tan, Jiayu Wang – Brown University

Piloted by: Thomas Binninger, Jacqueline Clarke, Nataliya Fletcher, Sandy Gady, Erin Martin, Vilma Orduna, Amy Truemper

Edited by: Rosie Durland – University of Utah

PhysicsQuest ©️ 2026 by American Physical Society is licensed under CC BY-NC 4.0

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