1 / 42

WARM-UP ACTIVITY

WARM-UP ACTIVITY. Carbon Source Concept Map Directions: Arrange these terms associated with carbon sources in a concept map using a logical sequence 5 Minutes. CARBON SOURCE CONCEPT MAP. Name: _____________________ Date: ____________ Period: ______ CARBON SOURCES CONCEPT MAP

tekli
Download Presentation

WARM-UP ACTIVITY

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. WARM-UP ACTIVITY • Carbon Source Concept Map • Directions: • Arrange these terms associated with carbon sources in a concept map using a logical sequence • 5 Minutes

  2. CARBON SOURCE CONCEPT MAP • Name: _____________________ Date: ____________ Period: ______ • CARBON SOURCES CONCEPT MAP • Directions: Arrange the words below concerning carbon sources in the world using a concept map to the best of your knowledge. Remember, the words should be in a logical and appropriate sequence. • Natural transportation respiration deforestation • Coal fossil fuels power generation Volcanoes • decomposition landfills natural gas carbon dioxide • Anthropogenic methane agriculture oceans • crude oil forest fires burning fossil fuels

  3. DELAWARE STATE STANDARDS • DE State Science Standard 1: Nature and Application of Science and Technology: • Scientific inquiry involves asking scientifically-oriented questions, collecting evidence, forming explanations, connecting explanations to scientific knowledge and theory, and communicating and justifying the explanation • GLE: • Collect accurate and precise data through the selection and use of tools and technologies appropriate to the investigations. Display and organize data through the use of tables, diagrams, graphs, and other organizers that allow analysis and comparison with known information and allow for replication of results. • Construct logical scientific explanations and present arguments which defend proposed explanations through the use of closely examined evidence

  4. DELAWARE STATE STANDARDS • DE State Standards : • STD 8 – Ecology – • Matter needed to sustain life is continually recycled among and between organisms and the environment. • Illustrate how elements on Earth cycle among the biotic and abioticcomponents of the biosphere • Organisms and their environments are interconnected. Changes in one part of the system will affect other parts of the system Explain how feedback loops keep ecosystems (at the local and global level) in a state of dynamic equilibrium (e.g., positive and negative feedback loops associated with global climate)

  5. Next Generation Science Standards • HS. Human Sustainability • HS-ESS3-1 – Construct and explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity • HS-ESS3-6 – Use a computational representation to illustrate the relationship among Earth systems and how those relationships are being modified due to human activity • Amount of carbon dioxide produced and the amount of carbon dioxide sequestered • HS-ESS3-4 – Evaluate or refine a technological solution that reduces impacts of human activities on natural systems • Anthropogenic Carbon sequestration

  6. CONCEPT/ESSENTIAL QUESTION • Concept: Earth’s balance between carbon sources and carbon sinks are influencing atmospheric conditions leading to increases in global temperatures • Essential Question: What would the result be if the oceans transformed from a major carbon dioxide sink into an even larger major carbon dioxide source? Output of CO2 much greater than input of CO2 (acidification, ocean current change, temperature)

  7. NATURAL SOURCES OF CARBON ON EARTH • CAN YOU NAME SOME OF THE MAJOR NATURAL SOURCES OF CARBON ON EARTH? • Take five minutes and list as many as you can.

  8. Major NATURAL SOURCES OF CO2ON EARTH Volcanoes Forest Fires-lightning strike Decomposition of organic matter Oceans Soil

  9. ANTHROPOGENIC SOURCES OF CARBON ON EARTH • WHAT DOES ANTHROPOGENIC MEAN? • CAN YOU NAME SOME MAJOR SOURCES OF ANTHROPOGENIC SOURCES OF CARBON ON EARTH? • Take 5 minutes to list them.

  10. ANTHROPOGENIC SOURCEs of CO2 on Earth Burning of Fossil Fuels Deforestation Agriculture

  11. HUMAN CONTRIBUTIONS TO CARBON EMISSIONS • Carbon dioxide has increased from fossil fuel use in transportation, building heating and cooling and the manufacture of cement and other goods. • Deforestation releases CO2 and reduces its uptake by plants. Carbon dioxide is also released in natural processes such as the decay of plant matter. IPCC

  12. HUMAN CONTRIBUTIONS TO CARBON EMISSIONS • Methane (CH4)has increased as a result of human activities related to agriculture, natural gas distribution and landfills. (rice paddies) • Methane is also released from natural processes that occur, for example, in wetlands, permafrost melting, methane hydrate (oceans) • Methane concentrations are not currently increasing in the atmosphere because growth rates decreased over the last two decades. • Methane is more than 20 times more potent as CO2 as a greenhouse gas.

  13. ANTHROPOGENIC GHGs The size of each piece of the pie represents the amount of warming that each gas is currently causing in the atmosphere as a result of emissions from people's activities.Source: Intergovernmental Panel on Climate Change, Fourth Assessment Report (2007)

  14. HUMAN SOURCES OF GHGs IPCC

  15. WHO KNOWS CARBON DIOXIDE? • On the same paper with natural and anthropogenic sources of GHGs list the major human sources of CO2emissions in order from largest source to smallest source by percentage.

  16. WHAT ARE FOSSIL FUELS • Petroleum and natural gas are formed by the anaerobic decomposition (little oxygen) of remains of organisms including phytoplankton and zooplankton that settled to the sea (or lake) bottom in large quantities millions of years ago. • Would this be fast track or slow track cycling? • Over geological time, this organic matter, mixed with mud, got buried under heavy layers of sediment. The resulting high levels of heat and pressure caused the organic matter to chemically alter, first into a waxy material known as kerogen, which is found in oil shales, and then, with more heat, into liquid and gaseous hydrocarbons in a process known as catagenesis. US Energy Information Administration

  17. GLOBAL USE OF FOSIL FUELS • The largest human source of carbon dioxide emissions is from the combustion of fossil fuels. This produces 87% of human carbon dioxide emissions. Burning these fuels releases energy which is most commonly turned into heat, electricity or power for transportation. • Some examples of where they are used are in power plants, cars, planes and industrial facilities. In 2011, fossil fuel use created 33.2 billion tons of carbon dioxide emissions worldwide.

  18. FOSSIL FUEL TYPES • The 3 types of fossil fuels that are used the most are coal, natural gas and oil. • Coal is responsible for 43% of carbon dioxide emissions from fuel combustion • 36% is produced by oil • 20% from natural gas.

  19. WHY SO MUCH FOSSIL FUEL IN US? The US from 570 million to 70 million years ago

  20. Classroom OBSERVATION ACTIVITY • Choose a partner to work with • Study the the paleo-map of the US from 570 million to 70 million years ago, noting the locations of the deep seas, shallow seas, and swamps. • Knowing what you know about the location of crude oil, natural gas, and coal deposits in the US, determine if any correlations exist between the deposit locations and this map. • Write down your groups observations • 10 minutes 20 points

  21. US USE of Fossil FUELS • US Carbon Dioxide Emissions, by Source • All estimates from Inventory of U.S. Greenhouse Gas Emissions and Sinks: 1990-2011.

  22. THE US and the WORLD • The United States Represents 5% of the World’s Population but is second in CO2 Emissions • producing over 19% of all global CO2 emissions – 5902 million metric tons in 2006.

  23. CURRENT GLOBAL LEVELS • Global CO2 levels last year, 2012, jumped by 2.67 parts per million, which might not sound like a dramatic leap, but it’s the second highest one-year increase since record-keeping began in 1959, surpassed only by the 1998 spike of 2.93 ppm. • Global CO2 emissions grew 3 percent in 2011, and 3.2% in 2012 reaching a record high of 31.6 gigatonnes (Gt). • They expect the amount of CO2 emitted last year by burning fossil fuels grew to 58 percent above the 1990 emissions level. • CO2 emissions grew sharply in 2012 in China, by 9.9 percent, and in India, which recorded a 7.5 percent gain. Emissions from the United States fell by 1.8 percent, and from the European Union by 2.8 percent • Why do you think the emissions grew so rapidly in China and India? • Scientific America, December 3, 2012

  24. CURRENT LEVELS OF CARBON DIOXIDE • In April of this year, 2013, the levels of CO2 in the atmosphere surpassed the 400 ppm marker and was made more troubling as it coincided with new data from the International Energy Agency (IEA), which indicates that global CO2 emissions increased 3.2 percent over the past year, reaching a record high of 31.6 gigatonnes (Gt). • The IEA suggests that the world is now just 1 Gt away from the level at which CO2 emissions must stay if we are to have a 50 percent chance of keeping the rise in global average temperature to 2°C above preindustrial levels. • And most scientists suggest that even a 2°C increase is too high, as some parts of the world—such as the polar regions—would face temperature increases of two-to-three times the global average. -

  25. THE THREAT of GLOBAL WARMING VIDEO CLICK PIC

  26. DEFORESTATION • Deforestation is the permanent destruction of forests in order to make the land available for other uses. • An estimated 18 million acres (7.3 million hectares) of forest — roughly the size of Panama — are lost each year, according to the United Nations' Food and Agriculture Organization (FAO). • About half of the world's tropical forests have been cleared (FAO) • Forests currently cover about 30 percent of the world’s land mass (National Geographic) • Forest loss contributes between 12 percent and 17 percent of annual global greenhouse gas emissions (World Resources Institute)

  27. SOME FACTS on DEFORESTATION • Over half of the world’s forests have been destroyed in the last 10,000 or so years, the majority of this loss has occurred in the last 50 years, occurring simultaneously with a massive increase in the human population. • The incredible scale of this loss has led to significant changes throughout many parts of the world, and in recent years these changes have been accelerating. • These changes include: large scale extinction events, desertification, climatic changes, topsoil loss, flooding, famine, disease outbreaks, and insect ‘plagues’, among others

  28. SOIL EROSION

  29. MORE FACTS ON DEFORESTATION • Deforestation is having a significant effect on the world’s climate and geography. It is one of the primary contributors to modern climate change. • It’s estimated that deforestation currently contributes about 20% of the world’s greenhouse gas emissions directly. • Indirectly it contributes significantly by causing carbon dioxide to stay in the atmosphere for longer, rather than being taken up by plants. • An estimated 1.5 billion tons of carbon is released every year by tropical deforestation • http://scienceheathen.com/2012/12/13/deforestation-effects-causes-and-examples-top-10-list/

  30. NOT A PRETTY SIGHT!

  31. EXPERIMENTING WITH REFORESTATION VIDEO CLICK PIC

  32. AGRICULTURE and CLIMATE CHANGE • Globally, agriculture accounts for 13% of the radiative forcing (the difference between radiant energy received by the Earth and the energy radiated back into space) related to GHGs; • In Canada and the United States it accounts for 6% to 8%. The GHG emissions in Canada and the United States are mainly in the form of methane (CH4) and nitrous oxide (IPCC, 007). • Agricultural sources such as animal husbandry, manure management and agricultural soils account for about 52% of global methane (CH4) and 84% of global nitrous oxide (no) emissions

  33. AGRICULTURE FACTS • In the past, deforestation and intensive agriculture (e.g., cultivating grasslands) have contributed significantly to the increase in atmospheric carbon dioxide • For example, until the 1970s, more CO2 had been released into the atmosphere from agricultural activities than from fossil-fuel burning

  34. METHANE – CH4 Rice production currently accounts for approximately 13 percent of global methane emissions. Methane is 25 times more potent as CO2 as a greenhouse gas.

  35. LANDFILL METHANE • Global methane emissions from landfills are estimated to be between 30 and 70 million tons each year. Most of this landfill methane currently comes from developed countries, where the levels of waste tend to be highest.

  36. LANDFILL GAS RECOVERY SYSTEM

  37. SOURCES OF METHANE

  38. CLOSURE • Topics Covered • 1. Natural & Anthropogenic Sources of Carbon • 2. What fossil fuels are and how they are used • 3. US & Global emission levels of carbon dioxide • 4. Reasons for locations of fossil fuel deposits in US • 5. Effects of deforestation on greenhouse gas emissions • 6.Effects of agriculture on greenhouse gas omissions • 7. Effects of landfills on greenhouse gas emissions

  39. Oceanic Absorption/Sequestration LAB • Distribute lab

  40. EXIT TICKET • Describe a world in which oceans have become saturated with carbon dioxide and can no longer absorb CO2 and anthropogenic carbon emissions rise 5% a year.

  41. POST ASSESSMENT • Name: ________________ Date: ___________ Period: _____ • Carbon Sinks/Sources • Pre-Assessment • Directions: • Answer the questions to the best of your knowledge. Remember, you are not expected to know most of this material at this time. • Describe the difference between a carbon sink and a carbon source and give one example of each. • Name the two largest absorbers (sinks) of carbon dioxide on Earth? Briefly describe how they absorb CO2. • The term anthropogenic means: • ____ a. occurs naturally ____b. occurred long ago • ____ c. caused by humans ____ d. I don’t know • Explain what 400 ppm means? Describe its significance and explain its relationship to climate change. • By combining CO2 and H2O ___________________ forms. • ____ a. hydrogen peroxide ____ b. carbonic acid • ____ c. calcium carbonate ____ d. bi-carbonate • Agriculture creates tons of CO2 which contributes to global warming? • ____ True b. False _____ • Describe the term sequestration and give an example of geologic carbon sequestration and oceanic carbon sequestration. • Acidification is the process of oceans becoming higher in pH due to CO2 absorption? • ____ True _____b. False • How doe acidification affect ecosystems. Give three examples. • How are landfillsbothsourcesandsinks of carbon? Give three examples. • Limestone is one of the largest carbon sinks on Earth? • _____ True _____b. False • Explain the process of carbon sequestration in limestone.

  42. ASSESSMENT • Using the lessons learned on carbon sinks and sources, write a 5 page essay (12-font, double-spaced) on the consequences of unbalanced sequestration of carbon on Earth’s climate, ecosystems, and on human society, including financial liabilities.

More Related