Name(s):
Carbon, Life, and Health
Period:
Date:
HASPI Medical Biology Lab 13
Background/Introduction
“You will die, but the carbon will not; its career
does not end with you. It will return to the soil,
and there a plant may take it up again in time,
sending it once more on a cycle of plant and
animal life.”
Quote by Jacob Bronowski
The Carbon Cycle
http://d32ogoqmya1dw8.cloudfront.net/images/esla
bs/carbon/soil_hands_361.jpg
Carbon, represented by the letter C in chemical formulas and molecules, is arguably the
most important atom on Earth. It is the backbone for most of the molecules that form living
matter and is necessary for survival of proteins, carbohydrates, nucleic acids, and lipids. Yet,
the Earth’s crust only contains 0.032% carbon as compared to oxygen, which makes up 45%,
and silicon, which is 29%. Additionally, carbon dioxide (CO2) makes up less than 0.03% of the
Earth’s atmosphere. As a result, it is vitally important that carbon has the ability to be cycled.
Carbon is stored and cycled between five major reservoirs:
• Biosphere – carbon that is stored as compounds, such as carbohydrates (C6H12O6), in
living and dead organisms.
• Atmosphere – carbon that is stored in the atmospheric gases carbon dioxide (CO2) and
methane (CH4).
• Hydrosphere – carbon that is stored in the oceans as calcium carbonate (CaCO3) and
hydrocarbons dissolved in water.
• Geosphere – carbon that is stored as organic matter in soil, fossil fuels (like coal, which is
85% C), and sedimentary rocks.
The carbon cycle involves
the movement of stored
Atmosphere Carbon Source
carbon between the
biosphere, atmosphere,
hydrosphere, and
geosphere. An area where
carbon is stored is called the
source, and the area where
Biosphere
carbon is transferred is
Carbon Source
called the sink. An example
of how carbon is transferred
is the burning of fossil fuels
from the geosphere, which
Hydrosphere
releases carbon dioxide and
Carbon Source
methane into the
atmosphere. Fossil fuels are
Geosphere Carbon Source
the source, and the
atmosphere is the sink.
http://www.physicalgeography.net/fundamentals/images/carboncycle.jpg
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The Role of Photosynthesis and Cellular Respiration
Photosynthesis and cellular respiration are important components of the carbon cycle.
These two processes transfer carbon as carbon dioxide from the atmosphere during
photosynthesis, to the biosphere as starches and sugars. Cellular respiration returns the
carbon that was stored in starches and sugars to the atmosphere as carbon dioxide. Why is
it necessary for this cycle to occur if it is simply transferring carbon back and forth?
Photosynthesis not only transfers carbon, but also captures and stores solar energy that is
required by living organisms to function. This energy is released during cellular respiration.
A healthy balance between photosynthesis and cellular respiration results in a relatively
stable amount of carbon dioxide in the atmosphere, which is capable of trapping the heat
radiated from the Earth’s surface, and therefore maintaining a relatively balanced
environment. The carbon dioxide concentration in the atmosphere rises and falls slightly
throughout the year due to changes in the rate of photosynthesis during different seasons.
Global Warming and Human Health
As a result of changes in land use, such as deforestation and burning
of fossil fuels, the amount of carbon dioxide in the atmosphere has
been steadily rising since the late 1950s. Scientists and researchers
predict that this increase will trap more heat, raising temperatures,
and impact the environment and organisms that live there. This
increase in temperature has been called global warming, and is
intensely debated. Currently, researchers are using computer and
mathematical modeling of the carbon cycle under different
scenarios to build relationships and predict future outcomes of
global warming on our environment, and on our health. Climate
and weather have a significant role in human health. While
the impacts of climate change are dependent on many factors, the
following weather-related risks to health are predicted to increase
with the onset of global warming:
• Heat-related illness and death due to longer and more frequent
heat waves
• Trauma-related injury and death due to increase in severity and
frequency of extreme weather events (storms, high winds, floods, etc.)
• Illness and death due to an increase in the concentration of air
and water pollutants
USGCRP (2009). Projection
• Increase of food-borne, water-borne, and animal-borne diseases
of the number of 100°
days per year. due to changes in precipitation patterns and temperature.
Review Questions – answer questions on a separate sheet of paper
1.
2.
3.
4.
5.
6.
7.
362
Why is carbon important to life on Earth?
Where is carbon found in the biosphere? The atmosphere? The hydrosphere? The geosphere?
What is the difference between a carbon source and sink? Provide an example.
How do photosynthesis and cellular respiration impact the carbon cycle?
Why does the amount of carbon dioxide in the atmosphere fluctuate?
What causes global warming? Give two examples of how global warming could impact human health.
Using the USGCRP map above, determine how many 100° days could occur in the lower emission
scenario in 2080-2099 where you live? How many 100° days in the higher emission scenario?
Carbon, Life, and Health, HASPI Medical Biology Lab 13
Name(s):
Period:
Date:
HASPI Medical Biology Lab 13
Background Information
Models (e.g., physical, mathematical, computer models) can be used to simulate systems
and interactions—including energy, matter, and information flows—within and between
systems at different scales. A large variety of these models are available online for
education, simulations, and real-time data. In this activity, you will use Internet-based
models to learn more about the carbon cycle and its impact on our lives.
Materials
Computer/Internet
Graph paper/Graphing software
Directions
You will be given tasks, or directions, to perform on the left. Record your questions,
observations, or required response to each task on the right.
Part A. Learning About the Carbon Cycle
Task
Response
Go to the following website:
1
http://sepuplhs.org/high/sgi/teachers/carbon_sim.html
This website, created by the Science
Education for Public Understanding Program
(SEPUP), will provide an integrated animation
2
and simulation of the carbon cycle.
Click the
of the page.
button at the bottom
Click on the
button, followed
on the left-hand side of the
3 by the
page. Click the
button.
The image provides an interactive visual of the carbon cycle through the “Pre-Industrial
4 Era.” The star symbols
represent carbon reservoirs, while the flashing arrows indicate
how carbon is moved between carbon reservoirs.
Click on each carbon reservoir to learn
more about it, and use the information
5 provided to complete the questions in
Table 1. Click on the information box to
close it.
Click on each of the arrows to learn
more about how carbon moves
between reservoirs, and use the
6
information provided to complete the
questions in Table 2. Click on the
information box to close it.
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Name(s):
Task
Period:
Date:
Image
Click the
button at the bottom of the page. This button will not become
available until all of the stars and arrows on the “Pre-Industrial Era” image have been
opened.
The image provides an interactive visual of the carbon cycle through the “Post-Industrial
8 Era.” The star symbols
represent carbon reservoirs, while the flashing arrows indicate
how carbon is moved between carbon reservoirs.
Click on each carbon reservoir to learn
more about it, and use the information
9 provided to complete the questions in
Table 3. Click on the information box to
close it.
Click on each of the arrows to learn
more about how carbon moves
between reservoirs, and use the
10
information provided to complete the
questions in Table 4. Click on the
information box to close it.
7
Create a line or bar graph comparing the Gigatons (Gt) of carbon stored in each
11 reservoir between the Pre-Industrial and Post-Industrial Eras. Use the graph to answer the
analysis questions below.
button at the bottom of the page to move on to the
12 Click on the
simulation. You must go through all of the stars and arrows before the button will become
active.
Part A Analysis Questions – answer questions
on a separate sheet of paper
1. How has the carbon cycle changed between the Pre-Industrial and Post-Industrial
eras?
2. In which reservoir was the most carbon stored in the Pre-Industrial era?
3. In which reservoir was the least carbon stored in the Pre-Industrial era?
4. In which reservoir is the most carbon stored in the Post-Industrial era?
5. In which reservoir is the least carbon stored in the Post-Industrial era?
6. What is the difference between the source and sink in this activity?
7. Between which source and sink was the most carbon exchanged in the Pre-Industrial
era?
8. Between which source and sink is the most carbon exchanged in the Post-Industrial
era?
364
Carbon, Life, and Health, HASPI Medical Biology Lab 13
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Period:
Date:
Table 1. Pre-Industrial Era Carbon Reservoirs
Carbon Reservoir
Average Amount
of Carbon in
Gigatons (Gt)
Description
Rocks
Soil & Detritus
Land Plants
Atmosphere
Fossil Fuels
Ocean Biomass
Ocean Waters
Table 2. Pre-Industrial Era Carbon Cycling
Carbon Cycle
Average Amount
of Carbon in
Gigatons (Gt)
What is the Source
and Sink?
Description
Soil & Detritus
Plants
Fossil Fuels
Fires/Combustion
Ocean Biomass
Ocean Waters
Carbon, Life, and Health, HASPI Medical Biology Lab 13
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Name(s):
Period:
Date:
Table 3. Post-Industrial Era Carbon Reservoirs
Carbon Reservoir
Average Amount
of Carbon in
Gigatons (Gt)
Description
Rocks
Soil & Detritus
N/A
Land Plants
Atmosphere
Fossil Fuels
N/A
Ocean Biomass
N/A
Ocean Waters
N/A
Table 4. Post-Industrial Era Carbon Cycling
Carbon Cycle
Average Amount
of Carbon in
Gigatons (Gt)
What is the Source
and Sink?
Description
Soil & Detritus
Plants
Fossil Fuels
Fires/Combustion
Ocean Biomass
Ocean Waters
366
Carbon, Life, and Health, HASPI Medical Biology Lab 13
Name(s):
Period:
Date:
Part B. Simulating the Carbon Cycle
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
Remain on the SEPUP website. AFTER learning about carbon reservoirs and cycles in the
Pre- and Post-Industrial Eras, the
button will take you to the simulation.
Pre-Industrial Era Simulation
The simulation will start in the “Pre-Industrial Era.” Click the
button.
On average, 600 Gt of carbon was stored in
the atmosphere, 610 Gt of carbon was stored
in the biosphere, and 38,000 Gt of carbon was
stored in the hydrosphere (oceans) per year
during the “Pre-Industrial Era.”
The “Simulation Controls” represent the carbon
added to the atmosphere through respiration,
and removed from the atmosphere through
photosynthesis, in Gigatons (Gt) per year.
When you click the
button, the simulator will adjust the amount of carbon in
the atmosphere, biosphere, and hydrosphere each year according to how much is
added and removed through respiration and photosynthesis over a 100-year period.
Simulation A – Normal Respiration and Photosynthesis Carbon Levels
Leave “Plant Respiration” at 60 Gt and “Photosynthesis” at 120 Gt.
Hypothesize how the amount of carbon in the atmosphere, biosphere, and hydrosphere
will change throughout the simulation in Table 5.
Click the
button. The simulation will begin. Pause the simulator using the
pause button on the bottom right at Year 25. Record the amount of carbon in the
atmosphere, biosphere, and hydrosphere in Table 6.
NOTE: A “blank” space for Biosphere in the simulation indicates that the amount of
photosynthesis and respiration is balanced. Record this as 0 in the Table.
Start the simulation again with the play button. Pause and record the amount of carbon
at Year 50 and Year 75 in Table 6.
Allow the simulation to run to Year 100. Record the amount of carbon in the atmosphere,
biosphere, and hydrosphere in Table 6. Document how the carbon levels actually
changed in Table 5, and determine whether your hypothesis was correct.
Once the data has been recorded, click the
button.
Simulation B – Increased Respiration
For Simulation B, we are going to increase the amount of carbon added to the
atmosphere through respiration. Set “Plant Respiration” to 60.5 and leave
“Photosynthesis” at 120. Hypothesize how this will impact carbon levels in Table 5.
Click the
button. The simulation will begin. Pause the simulator using the
pause button on the bottom right at Year 25. Record the amount of carbon in the
atmosphere, biosphere, and hydrosphere in Table 6.
Start the simulation again with the play button. Pause and record the amount of carbon
at Year 50 and Year 75 in Table 6.
Allow the simulation to run to Year 100. Record the amount of carbon in the atmosphere,
biosphere, and hydrosphere in Table 6. Document how the carbon levels actually
changed in Table 5, and determine whether your hypothesis was correct.
Once the data has been recorded, click the
button.
Carbon, Life, and Health, HASPI Medical Biology Lab 13
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Name(s):
17
18
19
20
21
22
Period:
Date:
Simulation C – Decreased Photosynthesis
For Simulation C, we are going to decrease the amount of carbon removed from the
atmosphere through photosynthesis. Leave “Plant Respiration” at 60, and set
“Photosynthesis” to 120.5. Hypothesize how this will impact carbon levels in Table 5.
Click the
button. The simulation will begin. Pause the simulator using the
pause button on the bottom right at Year 25. Record the amount of carbon in the
atmosphere, biosphere, and hydrosphere in Table 6.
Start the simulation again with the play button. Pause and record the amount of carbon
at Year 50 and Year 75 in Table 6.
Allow the simulation to run to Year 100. Record the amount of carbon in the atmosphere,
biosphere, and hydrosphere in Table 6. Document how the carbon levels actually
changed in Table 5, and determine whether your hypothesis was correct.
Once the data has been recorded, click the
button. A graph will appear
with the carbon levels from the simulation.
Click the
button at the bottom of the graph.
1
2
3
4
5
6
7
8
9
Post-Industrial Era Simulation
The simulation now focuses on the “Post-Industrial Era.”
On average, 720 Gt of carbon is stored in the
atmosphere, 60 Gt of carbon is stored in the
biosphere, and 38,000 Gt of carbon is stored in
the hydrosphere (oceans) per year in the “PostIndustrial Era.”
The “Simulation Controls” represent the carbon
added to the atmosphere through respiration
and removed from the atmosphere through
photosynthesis in Gigatons (Gt) per year. The
Post-Industrial simulation also accounts for
carbon added to the atmosphere through fossil
fuel burning and changes in land use.
Simulation D – Current Carbon Levels Released Into the Atmosphere
Leave “Plant Respiration” at 60 Gt, “Fossil Fuel Burning” at 6 Gt, “Land Use Change” at 2
Gt, and “Photosynthesis” at 120 Gt.
Hypothesize how the amount of carbon in the atmosphere, biosphere, and hydrosphere
will change throughout the simulation in Table 5.
Click the
button. The simulation will begin. Pause the simulator using the
pause button on the bottom right at Year 25. Record the amount of carbon in the
atmosphere, biosphere, and hydrosphere in Table 7.
Start the simulation again with the play button. Pause and record the amount of carbon
at Year 50 and Year 75 in Table 7.
Allow the simulation to run to Year 100. Record the amount of carbon in the atmosphere,
biosphere, and hydrosphere in Table 7. Document how the carbon levels actually
changed in Table 5, and determine whether your hypothesis was correct.
Once the data has been recorded, click the
button.
368
Carbon, Life, and Health, HASPI Medical Biology Lab 13
Name(s):
Period:
Date:
Simulation E – Increased Carbon Released Into the Atmosphere
What if we increased the amount of carbon released into the atmosphere by fossil fuel
burning and land use changes slightly? Increase “Fossil Fuel Burning” to 7 Gt and “Land
10
Use Change” to 3 Gt. Leave “Plant Respiration” at 60 Gt, and “Photosynthesis” at 120 Gt.
Hypothesize how the amount of carbon in the atmosphere, biosphere, and hydrosphere
11
will change throughout the simulation in Table 5.
Click the
button. The simulation will begin. Pause the simulator using the
12 pause button on the bottom right at Year 25. Record the amount of carbon in the
atmosphere, biosphere, and hydrosphere in Table 7.
Start the simulation again with the play button. Pause and record the amount of carbon
13
at Year 50 and Year 75 in Table 7.
Allow the simulation to run to Year 100. Record the amount of carbon in the atmosphere,
14 biosphere, and hydrosphere in Table 7. Document how the carbon levels actually
changed in Table 5, and determine whether your hypothesis was correct.
15 Once the data has been recorded, click the
button.
Simulation F – Decreased Carbon Released Into the Atmosphere
What if we decreased the amount of carbon released into the atmosphere by fossil fuel
16
burning and land use change by half? Decrease “Fossil Fuel Burning” to 3 Gt and “Land
Use Change” to 1 Gt. Leave “Plant Respiration” at 60 Gt and “Photosynthesis” at 120 Gt.
Hypothesize how the amount of carbon in the atmosphere, biosphere, and hydrosphere
17
will change throughout the simulation in Table 5.
Click the
button. The simulation will begin. Pause the simulator using the
18 pause button on the bottom right at Year 25. Record the amount of carbon in the
atmosphere, biosphere, and hydrosphere in Table 7.
Start the simulation again with the play button. Pause and record the amount of carbon
19
at Year 50 and Year 75 in Table 7.
Allow the simulation to run to Year 100. Record the amount of carbon in the atmosphere,
20 biosphere, and hydrosphere in Table 7. Document how the carbon levels actually
changed in Table 5, and determine whether your hypothesis was correct.
Create a line or bar graph comparing and displaying the carbon levels in the
21 atmosphere, biosphere, and hydrosphere for simulations A-F using the data collected in
Tables 6 and 7.
Part B Analysis Questions – answer questions on a separate sheet of paper
Pre-Industrial Era Simulation
1. How did the amount of carbon exchanged through photosynthesis and cellular respiration impact the
amount of carbon stored in the atmosphere over a 100-year period? The biosphere? The hydrosphere?
2. How did small changes in the amount of carbon put into the atmosphere by cellular respiration, and
removed from the atmosphere by photosynthesis, impact the amount of carbon in the atmosphere? The
biosphere? The hydrosphere?
Post-Industrial Era Simulation
3. How did the amount of carbon exchanged through photosynthesis and cellular respiration impact the
amount of carbon stored in the atmosphere over a 100-year period? The biosphere? The hydrosphere?
4. How did small changes in the amount of carbon put into the atmosphere by cellular respiration, and
removed from the atmosphere by photosynthesis, impact the amount of carbon in the atmosphere? The
biosphere? The hydrosphere?
Carbon, Life, and Health, HASPI Medical Biology Lab 13
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Name(s):
Period:
Date:
Table 5. Hypothesizing the Impact of Respiration and Photosynthesis
Simulation
Hypothesize how the amount of carbon in the
atmosphere, biosphere, and hydrosphere will
change over 100 years.
How did the amounts of carbon in the atmosphere,
biosphere, and hydrosphere actually change over
100 years?
A
B
C
D
E
F
Table 6. Pre-Industrial Era Carbon Reservoir Simulation
Year 25
Year 75
Year 100
Hydrosphere
Biosphere
Atmosphere
Hydrosphere
Biosphere
Atmosphere
Hydrosphere
Biosphere
Atmosphere
Hydrosphere
Respiration &
Photosynthesis
Biosphere
Atmosphere
Simulation
Year 50
Respiration 60
A
Photosynthesis 120
Respiration 60.5
B
Photosynthesis 120
Respiration 60
C
Photosynthesis 120.5
Table 7. Post-Industrial Era Carbon Reservoir Simulation
Year 25
Year 75
F
Fossil Fuel Burning 7
Land Use Change 3
Photosynthesis 120
Respiration 60
Fossil Fuel Burning 3
Land Use Change 1
Photosynthesis 120
370
Carbon, Life, and Health, HASPI Medical Biology Lab 13
Hydrosphere
E
Biosphere
Photosynthesis 120
Respiration 60
Atmosphere
Respiration 60
Fossil Fuel Burning 6
Land Use Change 2
Year 100
Hydrosphere
Biosphere
Atmosphere
Hydrosphere
Biosphere
Atmosphere
Hydrosphere
Respiration &
Photosynthesis
Biosphere
D
Atmosphere
Simulation
Year 50
Name(s):
Period:
Part C. Investigating the Carbon Cycle
Image
Task
1
Date:
Go to the following website:
http://www.esrl.noaa.gov/gmd/dv/iadv/
The Earth System Research
Laboratory Global Monitoring
Division collects atmospheric
carbon dioxide, carbon
2 monoxide, methane, and a
variety of other gaseous
samples throughout the world,
and ranging from 1969 –
present in select locations.
The map contains sampling
locations. Red circles are sites
actively collecting data,
3
yellow circles are sites that are
inactive, and blue boxes are
main collecting sites.
Choose the site from the drop-down menu at the
top of the map, or click the site dot on the actual
4 map. For now, choose the site as Mauna Loa,
Hawaii.
5
6
Once the site has been chosen, it will appear in
blue in the column to the left of the map.
Click on the
menu and select
drop-down
as the plot type.
A new page will appear that will create custom graphs
from the data collected at the selected location.
From the Options box, choose:
• “Carbon Dioxide (CO2)” as the Parameter
• “Flask Samples” as the Data Type
• “Discrete” as the Data Frequency
8 • “Some - a subset of the available data” with the Start
Year as 1980 and the End Year as 1981 as the Time
Span.
• Click on the
button at the bottom of the
Options box.
A plot graph will appear with atmospheric carbon
9 dioxide levels from each flask collected from JanuaryDecember in 1980 in Mauna Loa, Hawaii.
7
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11
12
13
14
15
16
17
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21
22
23
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Period:
Date:
The blue dots (Ÿ) indicate
data that has been
confirmed, orange dots (Ÿ)
high
are data that is preliminary,
and the green + symbols
indicated questionable
data. For this activity,
ignore the green + symbols,
and only use the blue or
orange dots as data points.
Find and record in Table 8
the highest and lowest
carbon dioxide levels for
1980. In this example for
Mauna Loa, Hawaii, the
highest level is about 344
low
and the lowest level is
about 335.
Change the Time Span to Start Year as 1985 and the End Year as 1986, and hit the submit
button to get a new plot graph with data for the selected years.
Find and record in Table 8 the highest and lowest carbon dioxide levels for 1985.
Continue changing the Time Span, finding and recording in Table 8 the highest and
lowest carbon dioxide levels for 1990, 1995, 2000, 2005, 2010, and the current year. If you
come across a location that does not have data for that year, record “N/A” for “not
available.”
Change the Parameter to “Methane (CH4),” and return the Time Span Start Year to 1980
and End Year to 1981. Record the highest and lowest methane levels in Mauna Loa,
Hawaii for 1980 in Table 9.
Continue changing the Time Span, finding and recording in Table 9 the highest and
lowest carbon dioxide levels for 1985, 1990, 1995, 2000, 2005, 2010, and the current year. If
you come across a location that does not have data for that year, record “N/A” for “not
available.”
Return to the map page, and change the site to Barrow, Alaska. Repeat steps 5 – 16 for
Barrow, Alaska.
Return to the map page, and change the site to Tutuila, American Samoa. Repeat steps
5 – 16 for Tutuila, American Samoa.
Return to the map page, and change the site to South Pole, Antarctica. Repeat steps 5 –
16 for South Pole, Antarctica.
Return to the map page, and change the site to Summit, Greenland. Repeat steps 5 – 16
for Summit, Greenland.
Return to the map page, and change the site to Trinidad Head, California. Repeat steps
5 – 16 for Trinidad Head, California.
Return to the map page, and CHOOSE any other site from the map. Record the name of
the site on the last row of Tables 8 and 9. Repeat steps 5 – 16 for the chosen site.
Create a plot, line, or bar graph summarizing the data in Table 8, and a separate graph
summarizing the data in Table 9. Answer the analysis questions based on your graphs.
Carbon, Life, and Health, HASPI Medical Biology Lab 13
Name(s):
Period:
Table 8. Carbon Dioxide (CO2) Levels (μmol mol-1)
Location
Mauna Loa,
Hawaii
1980
High
Low
Barrow,
Alaska
High
Tutuila,
American Samoa
High
South Pole,
Antarctica
High
Summit,
Greenland
High
Trinidad Head,
California
High
Date:
1985
1990
1995
2000
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
2000
2005
2010
Current
2005
2010
Current
344
335
Low
Low
Low
Low
Low
High
Low
Table 9. Methane (CH4) Levels (nmol mol-1)
Location
Mauna Loa,
Hawaii
1980
1985
1990
1995
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
High
Low
Barrow,
Alaska
High
Tutuila,
American Samoa
High
South Pole,
Antarctica
High
Summit,
Greenland
High
Trinidad Head,
California
High
Low
Low
Low
Low
Low
N/A
High
Low
Part C Analysis Questions – answer questions on a separate sheet of paper
1. Hypothesize why it is important to collect samples of atmospheric gases worldwide, instead of from only
a few locations.
2. Why is it important to compare collected data from year-to-year?
3. Do you think the Global Monitoring Division should be continued? Why or why not?
4. According to your graphs, have atmospheric carbon dioxide levels decreased, increased, or remained
the same over the last 30 years? Explain your answer and hypothesize what may be affecting
atmospheric carbon dioxide levels.
5. According to your graphs, have atmospheric methane levels decreased, increased, or remained the
same over the last 30 years? Explain your answer and hypothesize what may be affecting atmospheric
methane levels.
Carbon, Life, and Health, HASPI Medical Biology Lab 13
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Name(s):
Question
Period:
Date:
Part D. The Carbon Cycle and Health
Response
Use an Internet search engine to research and answer the questions in the space provided.
Explain how
increased or
decreased carbon
1 dioxide in the
environment can
impact human
health.
Explain how
increased or
decreased carbon
2 dioxide in the
environment can
impact plant
health.
Why is it important
for there to be a
3 balance between
plant health and
human health?
What is “black
carbon,” and how
4 can it impact
human health?
5
6
7
How can
increased
methane in the
environment
impact human
health?
What is carbon
monoxide
poisoning? What
are the causes of
carbon monoxide
poisoning?
Will climate
change and
global warming
impact human
health? Explain
your answer.
374
Carbon, Life, and Health, HASPI Medical Biology Lab 13
Name(s):
Connections & Applications
Period:
Date:
Your instructor may assign or allow you to choose any of the following activities. As per
NGSS/CCSS, these extensions allow students to explore outside activities recommended by
the standards.
1. MODELING THE CARBON CYCLE: Develop a model to illustrate the role of
photosynthesis and cellular respiration in the cycling of carbon among the biosphere,
atmosphere, hydrosphere, and geosphere. The model can be computer-generated,
illustrated, or a physical model (clay, craft items, food items, etc.) Design a plan, and
check with your instructor on resources before constructing your model.
2. BURIAL OR CREMATION? Death is not only a part of the life cycle, but integral to the
continuation of all life on Earth. In the natural world, once living organisms die,
decomposers break down the body and allow matter to be recycled. In terms of
carbon, decomposition allows carbon that would be trapped to be released and reenter the carbon cycle. Some human burial methods prevent decomposition, and
therefore prevent carbon from returning to the carbon cycle. An average of 1.8
million burials per year occur in the United States alone.
a. Research human burial and cremation methods.
b. Determine how human burial and cremation impact the environment,
specifically the carbon cycle.
c. Construct an oral or written argument that aims to convince your audience of
whether burial or cremation should be the preferred method of disposing of
human remains. Cite your references.
i. Oral argument should be 4-5 minutes in length
ii. Written argument should be a minimum of 5 paragraphs (4 sentence min)
3. RESEARCH THE HEALTH IMPACT: Carbon dioxide (CO2) and carbon monoxide (CO)
differ by a single oxygen molecule, and yet an environment with a 0.0035%
concentration level of CO can produce symptoms of carbon monoxide poisoning.
Research and answer the following questions.
a. A description of carbon monoxide poisoning (how specifically does carbon
monoxide poison the body?)
b. Symptoms of carbon monoxide poisoning
c. Sources of carbon monoxide poisoning in the home
d. Sources of carbon monoxide poisoning in the environment
e. Prevalence: How many individuals are poisoned yearly by carbon monoxide
f. Cite at least 2 sources. Following each source, assess the accuracy and
credibility of the source by determining who endorses the site and who monitors
information placed on or within the source
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Name(s):
Resources & References
Period:
Date:
•
EPA. 2013. Climate Impacts on Human Health. Unites States Environmental Protection Agency,
http://www.epa.gov/climatechange/impacts-adaptation/health.html.
•
NOAA. 2014. Earth System Research Laboratory, Global Monitoring Division. U.S. Department of
Commerce, National Oceanic & Atmospheric Administration, http://www.esrl.noaa.gov/gmd/dv/iadv/.
•
SEPUP. 2012. The Carbon Cycle. Science Education for Public Understanding Program, Lawrence Hall of
Science, University of California, Berkeley, http://sepuplhs.org/high/sgi/teachers/carbon_sim.html.
•
Thompson, J.N. 2013. The Carbon Cycle. Biosphere, Encyclopedia Britannica, www.britannica.com.
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Carbon, Life, and Health, HASPI Medical Biology Lab 13