Monica Glade- North Daviess Jr./Sr. High School
Grade Level: High School Biology
The Carbon Cycle
Duke Energy Academy- 2014
Objectives:
• Learn about the major transitions of the carbon cycle
• Learn about our current energy needs and challenges
• Learn how scientists and policy makers are working to solve energy issues
Unit Outcomes:
As a result of this activity students will be able to:
• Describe the importance of carbon for life on Earth
• Follow the paths in which carbon can move throughout the environment
• Explain how humans impact the carbon cycle
Indiana State Biology Standards Addressed
B.3.1 Describe how some organisms capture the sun’s energy through the process of photosynthesis by
converting carbon dioxide and water into high-energy compounds and releasing oxygen.
B.4.2 Describe how human activities and natural phenomena can change the flow and of matter and
energy in an ecosystem and how those changes impact other species.
B.4.4 Describe how climate, the pattern of matter and energy flow, the birth and death of new
organisms, and the interaction between those organisms contribute to the long-term stability of
an ecosystem.
Day 1: Introduction to the Carbon Cycle
Bell-ringer: Huge trees can grow from tiny seeds, where do these plants get their mass from?
Have students tally responses on the board
Short discussion of ideas
Show video: Where do trees get their mass from
(https://www.youtube.com/watch?v=2KZb2_vcNTg)
Segway to projects
Group Project: Photosynthesis and Respiration Poster Project (Word Document Attached)
Day 2: Carbon Cycle- Extended View
Bell-Ringer: Other than through photosynthesis and respiration, how else is carbon moved throughout
the biosphere?
Short discussion of ideas
Summary Video: BBC Bitesize- The Carbon Cycle
http://www.bbc.co.uk/schools/gcsebitesize/science/edexcel/problems_in_environment/recyclingact.sh
tml
Group Project: Diagraming the Carbon CycleInstructions: Create a detailed and accurate diagram of one of the carbon cycle. Your diagram should
include pictures, arrows, and descriptions of the major transitions occurring. Be sure to use each of the
words listed below your designated cycle. In addition to your poster, you will need to turn in a one page
summary of your cycle including how humans impact the cycle and why it is important to us. You may
use your textbook or online resources to complete your project.
Terms to include:
Fossil Fuels
Respiration
Consumers
Atmosphere
Decomposition
Pollution
Photosynthesis
Producers
Bacteria
Monica Glade
Duke Energy Academy- 2014
Grading: This project will be worth 30 points. Your grade will be based on the following factors:
Group work: 2
Depth of Information and accuracy: 15
Creativity: 5
Clarity: 3
Presentation: 5
Day 3: Human Impacts on Carbon Cycle
Bell-Ringer: Describe one way in which humans impact the carbon cycle.
Intro worksheet: Exploring Alternative Energy Sources (will be completed in small groups, Word
Document Attached)
Reconvene as a class and discuss worksheet responses, be sure to direct discussion toward
challenges facing our current and future energy needs in order to Segway to next activity.
Notes: Human Impact on Climate (PowerPoint Attached)
Day 4: Cars and the Carbon Cycle
Bell-ringer: what type of cars do you think produce the least amount of carbon dioxide? Why?
Lab- Car Exhaust Investigation (Word Document Attached) Note: if supplies are not available, the second
half of the activity, from http://www.alternativetravelproject.com/ can be completed without the
laboratory component.
Supplies needed (total cost = $3,980):
Vernier Carbon Dioxide Gas Sensor- at least 10 at $249 each = $2,490.
http://www.vernier.com/products/sensors/co2-bta/
Vernier Labquest Mini Interface- at least 10 at $149 each = $1,490
http://www.vernier.com/products/interfaces/lq-mini/
Day 5: Tackling Climate Issues
Bell-Ringer: Describe one reason why people should be concerned about carbon emissions.
Activity: Climate Challenge Gamehttp://www.bbc.co.uk/sn/hottopics/climatechange/climate_challenge/ (reflection will be written after
students play several rounds of the game)
Day 6: Group Research/Debate Projects
Bell-Ringer: Which alternative energy source do you find most intriguing? Why?
Project: Energy Source Project (Word Document Attached)
Groups form based on responses to bell-ringer
Day 7: Project Work Day
Day 8: Presentations/ Group Debate
First each group will present their findings. The remainder of the period will be spent
debating/discussing the sources of energy in order to achieve a thorough understanding of the pros and
cons.
Monica Glade
Duke Energy Academy- 2014
Car Exhaust Investigation (Adapted from The Alternative Travel Project)
Overview: In this experiment, you will collect and analyze automobile exhaust to find out the amount of carbon
dioxide various makes and models produce. You will compare the results of different automobiles in order to
determine which cars are most environmentally friendly.
Materials Needed:
1. Vernier Carbon Dioxide Gas Sensor
2. Vernier Labquestmini Interface
3. 10 different automobiles
Safety Rules:
• Cars are to remain parked at all times: Do not attempt to drive any of the cars
• Do not put your face directly in the exhaust pipe.
• Exhaust pipe may be hot, be sure not to touch it with your hands or the probe.
• Turn off the car when you are done gathering data.
Hypothesis: Remember, a hypothesis should be an “If…. Then….” Statement. How do you think the age of a
car effects it’s carbon dioxide production?
_____________________________________________________________________
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Procedure: Work in Teams of 3-4 Students (Teams will have to collaborate)
1. Record the car’s make, model, and production year.
2. Start the car and allow it to run for at least 30 seconds.
3. Place the Carbon Dioxide Gas Sensor directly in the exhaust pipe and allow it to gather data for at least
30 seconds.
4. Record the average Carbon Dioxide produced
5. Turn off the car and move on to the next automobile
6. If you do not have time to test 10 cars, get data from another group
Results:
Car
Make
Car Model
Car Year of
Production
Carbon Dioxide
Produced (ppm)
Monica Glade
Duke Energy Academy- 2014
Analyzing Data:
1. Construct a bar graph that compares the amount of carbon dioxide produced by each vehicle. Be sure
the place the vehicles on the X-axis in order by age.
2. Was your hypothesis supported or refuted? Why?
3. If your hypothesis was refuted, predict what other factors could be impacting carbon dioxide production.
Monica Glade
Duke Energy Academy- 2014
According to the Alternative Travel Project, the average carbon
dioxide emissions for a family car are 20lb/gallon (2.4kg/liter).
Using this information and the data in the table to the right, use the
steps below to calculate the annual emissions for your family car.
Show all your work
4. First calculate amount of fuel used each year. (If you’re
unsure what the annual mileage is—estimate 12,000 miles).
5. Now use the vehicle efficiency to calculate how much CO2
is produced by your family car in one year.
Approximate CO2 absorption for one tree in one year: 20lb (9kg)
6. How many trees would have to be planted in order to absorb the CO2 emitted from your car?
Average CO2 per 1 mile of driving: 1lb
1 ton = 2000 lb
In 2010 there were 707 million cars on the world’s roads, driving an average of 12,000 miles per year, with an
average fuel efficiency of 21 mpg.
7. Calculate how many tons of CO2 are produced by the cars of the world in a single day.