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Student Activity
The Carbon Cycle
Exploring Global Change
Take a bite of dinner, a breath, or drive a car – you are part of the carbon
cycle – moving carbon from one reservoir to another.
--http://www.education.noaa.gov/Climate/Carbon_Cycle.html
Learning Objectives
When you finish the following activities, you should be able to do each of these:
1. List three ways carbon enters the atmosphere
2. Identify at least three carbon sinks
3. Differentiate the roles of photosynthesis and cellular respiration and in
the carbon cycle
4. Explain the relationship between the carbon cycle and the "greenhouse
effect"
5. Describe the effect of seasons on the carbon cycle
6. Make a diagram of the carbon cycle.
Consider This…
Before starting the other activities, consider this claim:
Carbon production is causing harm to our environment.
Do you agree or disagree with this claim? Provide evidence to support your
answer. Your teacher will give you about five minutes to write your answer.
Choose an Activity
Your teacher will give you directions for deciding which of the next three
activities you should choose to do. When you have finished that activity, you
will be asked to work in groups to share your information and work together to
analyze some specific data related to carbon in the environment.
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Name_____________________________________ Class_______________ Date__________
Carbon Cycle Worksheet
1. List three ways carbon enters the atmosphere.
2. Identify at least three carbon sinks.
3. Differentiate the roles of photosynthesis and cellular respiration and in the
carbon cycle.
4. Explain the relationship between the carbon cycle and the "greenhouse
effect."
5. Describe the effect of seasons on the carbon cycle.
6. Make a diagram of the carbon cycle.
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Student Activity
Exploring Carbon Dioxide POGIL
Introduction
Currently, there is worldwide concern over climate change. You have probably
heard about the changing climate from multiple sources: scientists and
politicians in the news, family members, teachers, and friends. Why are many
people so concerned about climate change, and what scientific evidence
suggests that it is occurring? What causes can be attributed to this
change? What can be done?
As you may know, much of the concern for our climate is due to the results of
scientific studies of the Earth's atmosphere. This activity will introduce you to
the basic scientific understanding of how Earth's atmosphere affects climate.
You will analyze real scientific measurements of carbon dioxide (CO2), one of
the most important greenhouse gases (GHGs) which influence climate. By
investigating the recent trends in CO2, you will be playing the role of a scientist
trying to interpret the condition of Earth's atmosphere. You will then use your
understanding of how the atmosphere works, in light of these trends, to
determine what climate issues should concern humans.
The Carbon Cycle's Land and Ocean Processes
(Source: NOAA – Featured in ESRL's Carbon Cycle Toolkit)
Carbon is the chemical backbone of life on Earth, a key element in many
important processes. Carbon compounds help to regulate the Earth’s
temperature, make up the food that sustains us, and provide a major source of
the energy to fuel our global economy. Most of Earth’s carbon is stored in rocks
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Student Activity
and sediments, while the rest is located in the ocean, atmosphere, and in living
organisms - these are the reservoirs through which carbon cycles.
Carbon Storage and Exchange
Carbon moves from one storage reservoir to another through a variety of
mechanisms. One example is the movement of carbon through the food chain.
Plants move carbon from the atmosphere into the biosphere through
photosynthesis: they take in carbon dioxide and use energy from the sun to
chemically combine it with hydrogen and oxygen to create sugar molecules.
Animals that eat the plant can digest the sugar molecules to get energy for
their bodies. Respiration, excretion, and decomposition release the carbon back
into the atmosphere or soil continuing the cycle.
The ocean plays a critical role in the storage of carbon, as it holds about 50
times more carbon than the atmosphere. Two-way carbon exchange can occur
quickly between the ocean’s surface waters and the atmosphere, but carbon
may also be stored for centuries at the deepest ocean depths.
Rocks such as limestone and fossil fuels such as coal and oil are storage
reservoirs that contain carbon from plants and animals that lived millions of
years ago. When these organisms died, slow geologic processes trapped their
carbon and transformed it into these natural resources. Processes such as
erosion release this carbon back into the atmosphere very slowly while volcanic
activity can release it very quickly. Burning of fossil fuels in cars or power
plants is another way this carbon can be released into the atmospheric
reservoir quickly.
Changes to the Carbon Cycle
The increasing human population and their activities have a tremendous
impact on the carbon cycle. Burning of fossil fuels, changes in land use, and
the use of limestone to make concrete all transfer significant quantities of
carbon into the atmosphere. As a result the amount of carbon dioxide (CO2) in
the atmosphere is rapidly rising and is already significantly greater than at any
time in the last 800,000 years. This increase of CO2 is affecting our ocean as it
absorbs much of the CO2 that is released from burning fossil fuels. This extra
CO2 is lowering the ocean’s pH. This process is called ocean acidification and
interferes with the ability of marine organisms (such as corals) to build their
shells and skeletons. (Adapted from NOAA's Office of Oceanic and Atmospheric Research.)
You can visualize some of these details more easily by watching this video clip.
 Insure your computer is Internet enabled and the sound works. Launch your browser.
Point your browser to this address:
http://SatEd.org/library/LESSONS/Carbon_Cycle/Resources/Climate_Change_Basics.mp4
Or follow your teacher's directions to watch the video from a different source.
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Student Activity
 If time permits, your teacher may also ask you to watch this short video clip:
http://SatEd.org/library/LESSONS/Carbon_Cycle/Resources/The_Carbon_Cycle.mp4
 This is a good time to pause and take a look at your Carbon Cycle Worksheet. Answer
as much as you can now.
Interactive Atmospheric Data Visualization (IADV)
In this rest of this activity you will use several web tools to analyze CO2
concentrations from sites around the globe, measured by NOAA. By analyzing
short and long-term trends of CO2 in the atmosphere, you will learn how the
atmosphere and climate are changing and determine the causes that are
responsible for these changes.
The Interactive Atmospheric Data Visualization (IADV) website is a data
exploration tool for the trace gases measured by NOAA. The following five tasks
will guide you through the process of utilizing this tool.
Task 1: Go to the IADV page on the NOAA website.
 Insure your computer is Internet enabled.
 Launch your browser. Point the browser to the NOAA IADV page at this address:
https://www.esrl.noaa.gov/gmd/dv/iadv/. The global monitoring map is displayed.
More Lessons from the Sky, 2015, Satellite Educators Association
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Student Activity
The IADV is comprised of actual scientific data from all of the measurement
sites within the Cooperative Air Sampling Network at NOAA. Begin this activity
by familiarizing yourself with the different measurement sites and IADV maps.
Notice that the default measurement site is Mauna Loa, Hawaii. Atmospheric
trace gas measurements were first introduced at this site, so it has the longest
ongoing record of CO2. You can zoom in/out, pan, and change to a satellite or
topographic map view. Hold the pointer over each site to view its name,
location, and sampling details; click on a site to select it for data visualization.
Study the map carefully. Answer questions on your Carbon Dioxide Worksheet.
1. Which site in the network is closest to your current location?
Task 2: Use Mauna Loa, Hawaii, United States [MLO] for data visualization.
2. What are the latitude and longitude of the MLO site?
3.
Based on your prior knowledge, how would you describe the location and geographic
characteristics of this site? (Is it remote or close to large human populations, in which
hemisphere [northern/southern] is this site located, is it near ocean or land, what is the
elevation above sea level, etc. Hint: masl = meters above sea level, a measurement of
elevation.)
 Obtain a graph of the trends of atmospheric CO2 at the MLO site: Insure MLO is
selected from the drop down list in the Sampling Location field above the map. Mauna
Loa, Hawaii will be shown as the current selection in larger blue letters on the right.
 In the Current Selection panel on the right, expand Carbon Cycle Gases and select Time
Series plot type.
 Accept the default values for Parameter (Carbon Dioxide), Data Type (Flask Samples),
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Student Activity
Data Frequency (Discrete), and Time Span (All). Click Submit.
The graph of monthly average CO2 concentration measured at Mauna Loa from
1969 to 2015 is displayed. Notice the two links under the graph for
downloading a printable PDF version of the graph or downloading the data
used to generate the graph so you can further analyze them yourself, if desired.
Notice also, the CO2 concentrations are reported in μmol mol-1 which is
equivalent to ppm (parts per million). Feel free to use either unit, just be sure
to include units in your answers.
4. Describe the short-term (annual) and long-term (over the entire measurement period)
trends visible within this graph. Make specific reference to the current concentration of
CO2, the overall net change of CO2 over the measurement period, and the approximate
annual rate of change (the slope or annual rate of change = overall net change divided
by the number of years of measurement).
5. What do you think might be causing the long-term trends in CO2 at MLO? (Hint: Think
back to the video clips.)
Task 3: Use Barrow, Alaska, United States [BRW] for data visualization.
 Use the browser's Back button to return to the IADV front page. Use the drop down
arrow to change the Sampling Location to [BRW] United States, Barrow, Alaska.
 Again, select Carbon Cycle Gases and Time Series. Accept the default parameters and
click Submit.
6. Describe the short- and long-term trends visible within this graph.
7. Compare the BRW trends to the MLO trends in terms of similarities and differences.
What might cause these similarities and differences?
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Student Activity
Task 4: Explore the South Pole, Antarctica, United States [SPO] data.
 Use the browser's Back button to return to the IADV front page. Use the drop down
arrow to change the Sampling Location to [SPO] United States, South Pole, Antarctica.
8. What are the latitude and longitude of the SPO site?
9. How would you describe the location and geographic characteristics of this site?
 Again, select Carbon Cycle Gases and Time Series. Accept the default parameters and
click Submit.
10. Describe the short- and long-term trends visible within this graph.
11. Compare the SPO trends to the trends at MLO and BRW in terms of similarities and
differences. What might cause these similarities and differences?
Task 5: Analyze and compare the seasonal variations of each of the baseline
observatory sites. These seasonal variations are responsible for the short-term
trends that you have observed in the previous tasks.
 Use the browser's Back button to return to the IADV front page. Use the drop down
arrow to change the Sampling Location back to [MLO] United States, Mauna Loa, Hawaii.
 Again, select Carbon Cycle Gases, but this time, select Seasonal Patterns. Accept the
default parameters and click Submit.
12. Which month of each year has the local maximum value of CO2 (on average)?
13. Which month of each year has the local minimum value of CO2 (on average)?
14. What is the difference in CO2 concentrations between this average seasonal maximum
and minimum? Note: this graph has been scaled so that zero is set as the average
annual CO2 concentration.
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Student Activity
 Following the same procedure as before, obtain an Average Seasonal Cycle graph of
CO2 at the BRW site.
15. Which month of each year has the local maximum value of CO2?
16. Which month of each year has the local minimum value of CO2?
17. What is the difference in CO2 concentrations between this average seasonal maximum
and minimum?
 Obtain an Average Seasonal Cycle graph of CO2 at the SPO site.
18. Which month of each year has the local maximum value of CO2?
19. Which month of each year has the local minimum value of CO2?
20. What is the difference in CO2 concentrations between this average seasonal maximum
and minimum?
More Lessons from the Sky, 2015, Satellite Educators Association
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Name_____________________________________ Class_______________ Date__________
Carbon Dioxide Worksheet
1. Which site in the network is closest to your current location?
2. What are the latitude and longitude of the MLO site?
3. Based on your prior knowledge, how would you describe the location and
geographic characteristics of this site?
4. Describe the short-term (annual) and long-term (over the entire
measurement period) trends visible within this graph. Make specific
reference to the current concentration of CO2, the overall net change of CO2
over the measurement period, and the approximate annual rate of change
(the slope or annual rate of change = overall net change divided by the
number of years of measurement).
5. What do you think might be causing the long-term trends in CO2 at MLO?
(Hint: Think back to the video clips.)
6. Describe the short- and long-term trends visible within this graph.
7. Compare the BRW trends to the MLO trends in terms of similarities and
differences. What might cause these similarities and differences?
8. What are the latitude and longitude of the SPO site?
9. How would you describe the location and geographic characteristics of this
site?
10. Describe the short- and long-term trends visible within this graph.
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More Lessons from the Sky, 2015, Satellite Educators Association
Student Activity
11. Compare the SPO trends to the trends at MLO and BRW in terms of
similarities and differences. What might cause these similarities and
differences?
12. Which month of each year has the local maximum value of CO2 (on
average)?
13. Which month of each year has the local minimum value of CO2 (on
average)?
14. What is the difference in CO2 concentrations between this average seasonal
maximum and minimum?
15. Which month of each year has the local maximum value of CO2?
16. Which month of each year has the local minimum value of CO2?
17. What is the difference in CO2 concentrations between this average seasonal
maximum and minimum?
18. Which month of each year has the local maximum value of CO2?
19. Which month of each year has the local minimum value of CO2?
20. What is the difference in CO2 concentrations between this average seasonal
maximum and minimum?
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Student Activity
"It's All About Carbon" Podcast
With your Carbon Cycle Worksheet at hand, you will listen to a podcast from
National Public Radio (NPR) and watch/listen to five, very short, animated
episodes about Global Warming.
 Insure your computer is Internet enabled and the sound works.
 Launch your browser. Point your browser to NPR's Episode 1: It's All About Carbon at
this address:
http://www.npr.org/2007/05/01/9943298/episode-1-its-all-about-carbon
 Use the Listen button to access the podcast. In the new window, click Play
to
listen. You may want to make notes on your worksheet during the podcast. At any
time, you may pause or rewind using the slider control.
 When finished with the podcast, close the NPR Media Player window.
 When ready, click the Play button for the animated video. Again, keep your worksheet
handy for making notes. Move the cursor over any part of the animation screen to
make the control bar visible. At any time, you may use the control bar to pause or
rewind if needed.
 When Episode 1 has concluded, scroll down the page to find the Related NPR Stories
section. Click the link for Episode 2: Carbon's Special Knack for Bonding. Watch and listen
to Episode 2.
 Then watch and listen to Episodes 3, 4, and 5.
Review the responses on your worksheet to insure you provided complete and
accurate information based on what you learned from the podcast.
Your teacher will give you directions for the next activity.
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Student Activity
Carbon Cycle Game
What your team of 3 will need for the game
2-3 Players
1
Carbon Cycle Game instruction sheet
1
Game board
2
Dice
3
Game pieces
6
Cards of each category:
 Litter & Waste
 Vegetation
 Fossil Fuels
 Atmosphere
 Industry & Vehicles
 Bacteria & Fungi
 Animals
 Ocean
Game Instructions
1. Sort the game cards by heading. Place each stack on its space on the
game board.
2. Pick a game piece.
3. Place game pieces at Vegetation to start.
4. Roll the dice to see who starts. The player with the highest number
starts. Continue the play in a clockwise direction from the first player.
5. Begin by picking the top card from the Vegetation stack (because you
game piece is on Vegetation). Read the card to find out your next
destination, and then roll the dice to find out how many spaces you move
towards that destination. For example, if the Vegetation card says, "Now
you go to the Animal pool," you will move your game piece along the path
towards the Animal pool by moving the number of spaces indicated on
the dice. If the dice roll yields a number greater than that needed to
reach the next pool, simple move to the pool. Exact numbers are not
needed.
6. Be sure to record the appropriate information from each card to your
worksheet for each turn.
7. On your next turn, roll the dice and continue to move along the same
path. If you reach the next pool, pick the top card from the card stack for
that pool and follow the directions on the card.
8. The first person to return to Vegetation again, wins the game.
More Lessons from the Sky, 2015, Satellite Educators Association
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Student Activity
Graphing Greenhouse Gases
Using graph paper and pencil or a computer program such as Vernier's
Graphical Analysis or Microsoft Excel, plot these data in an X-Y line graph for
discussion, analysis and interpretation.
Concentration of Atmospheric Gases Affected by Human Activity
Carbon Dioxide (CO2)
ppm = parts per million
Year
CO2
(ppm)
Year
CO2
(ppm)
Year
CO2
(ppm)
Year
CO2
(ppm)
1750
278.00
1855
285.40
1960
316.90
1995
360.23
1755
278.00
1860
286.20
1965
320.00
1996
362.01
1760
278.00
1865
286.90
1970
325.00
1997
363.17
1765
278.00
1870
287.50
1975
331.30
1998
365.69
1770
278.60
1875
288.70
1978
334.60
1999
367.81
1775
279.30
1880
290.70
1979
336.74
2000
368.92
1780
280.10
1885
293.00
1980
338.70
2001
370.51
1785
280.80
1890
294.20
1981
339.74
2002
372.49
1790
281.60
1895
294.80
1982
340.92
2003
375.08
1795
282.30
1900
295.80
1983
342.47
2004
376.61
1800
282.90
1905
297.60
1984
344.13
2005
378.97
1805
283.40
1910
299.70
1985
345.47
2006
381.17
1810
283.80
1915
301.40
1986
346.89
2007
382.89
1815
284.00
1920
303.00
1987
348.46
2008
384.98
1820
284.20
1925
305.00
1988
350.93
2009
386.42
1825
284.30
1930
307.20
1989
352.57
2010
388.71
1830
284.40
1935
309.40
1990
353.72
2011
390.57
1835
283.80
1940
310.40
1991
355.15
2012
392.64
1840
283.40
1945
310.10
1992
355.90
2013
395.50
1845
283.90
1950
310.70
1993
356.63
2014
397.43
1850
284.70
1955
313.00
1994
358.20
Data source:
European Environment Agency. Retrieved May 23, 2017 from
https://www.eea.europa.eu/data-and-maps/daviz/atmospheric-concentration-of-carbon-dioxide-2/download.table
Following your teacher's directions, share your graph results with others in
your group. Compare and contrast the graphs and what story they tell about
the carbon cycle. Together, answer the questions on the Carbon Cycle
Summary Worksheet.
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Carbon Cycle
More Lessons from the Sky, 2015, Satellite Educators Association
Student Activity
Graphing Greenhouse Gases
Using graph paper and pencil or a computer program such as Vernier's
Graphical Analysis or Microsoft Excel, plot these data in an X-Y line graph for
discussion, analysis and interpretation.
Concentration of Atmospheric Gases Affected by Human Activity
Nitrous Oxide (N2O)
ppb = parts per billion
Data source:
Year
N2O
(ppb)
Year
N2O
(ppb)
Year
N2O
(ppb)
Year
N2O
(ppb)
1750
270.00
1855
275.90
1960
291.40
1995
311.78
1755
270.30
1860
276.40
1965
292.90
1996
312.74
1760
270.60
1865
276.90
1970
294.90
1997
313.39
1765
270.90
1870
277.40
1975
297.40
1998
313.98
1770
271.20
1875
277.80
1978
298.82
1999
314.83
1775
271.50
1880
278.20
1979
300.04
2000
315.83
1780
271.80
1885
278.70
1980
300.65
2001
316.59
1785
272.10
1890
279.10
1981
301.23
2002
317.20
1790
272.40
1895
279.50
1982
303.56
2003
317.88
1795
272.70
1900
279.80
1983
303.78
2004
318.49
1800
273.00
1905
280.30
1984
304.02
2005
319.21
1805
273.24
1910
281.00
1985
304.54
2006
319.90
1810
273.48
1915
281.80
1986
305.37
2007
320.64
1815
273.72
1920
282.90
1987
305.55
2008
321.57
1820
273.96
1925
284.00
1988
306.49
2009
322.26
1825
274.20
1930
285.00
1989
307.48
2010
323.05
1830
274.44
1935
285.90
1990
308.78
2011
324.02
1835
274.68
1940
286.70
1991
309.57
2012
324.91
1840
274.92
1945
287.80
1992
310.00
2013
325.82
1845
275.16
1950
289.00
1993
310.25
2014
326.70
1850
275.40
1955
290.10
1994
310.98
European Environment Agency. Retrieved May 23, 2017 from
https://www.eea.europa.eu/data-and-maps/daviz/atmospheric-concentration-of-carbon-dioxide-2/download.table
Following your teacher's directions, share your graph results with others in
your group. Compare and contrast the graphs and what story they tell about
the carbon cycle. Together, answer the questions on the Carbon Cycle
Summary Worksheet.
More Lessons from the Sky, 2015, Satellite Educators Association
Carbon Cycle
33
Student Activity
Graphing Greenhouse Gases
Using graph paper and pencil or a computer program such as Vernier's
Graphical Analysis or Microsoft Excel, plot these data in an X-Y line graph for
discussion, analysis and interpretation.
Concentration of Atmospheric Gases Affected by Human Activity
Methane (CH4)
pp10b = parts per ten billion
CH4
(pp10b)
Year
Year
CH4
(pp10b)
Year
CH4
(pp10b)
Year
CH4
(pp10b)
1750
7000.0
1855
7986.0
1960
12475.0
1995
17471.0
1755
7022.2
1860
8056.0
1965
13122.0
1996
17496.2
1760
7044.5
1865
8133.0
1970
13860.0
1997
17540.1
1765
7084.8
1870
8210.0
1975
14654.0
1998
17630.1
1770
7125.0
1875
8290.5
1978
15140.0
1999
17728.4
1775
7177.6
1880
8371.0
1979
15305.5
2000
17744.2
1780
7230.2
1885
8468.5
1980
15471.0
2001
17732.9
1785
7289.6
1890
8566.0
1981
15675.0
2002
17734.7
1790
7349.0
1895
8680.0
1982
15879.0
2003
17775.5
1795
7382.5
1900
8794.0
1983
16082.9
2004
17753.1
1800
7416.0
1905
9009.0
1984
16286.9
2005
17745.8
1805
7462.0
1910
9240.0
1985
16490.9
2006
17755.6
1810
7508.0
1915
9497.0
1986
16694.9
2007
17816.8
1815
7555.5
1920
9781.0
1987
16806.6
2008
17898.9
1820
7603.0
1925
10077.0
1988
16988.3
2009
17936.0
1825
7650.5
1930
10362.0
1989
17105.2
2010
17968.5
1830
7698.0
1935
10633.5
1990
17093.3
2011
18034.6
1835
7746.0
1940
10889.0
1991
17290.7
2012
18102.5
1840
7794.0
1945
11150.0
1992
17310.5
2013
18054.4
1845
7855.0
1950
11475.0
1993
17356.5
2014
18220.9
1850
7916.0
1955
11922.5
1994
17416.6
Data source:
European Environment Agency. Retrieved May 23, 2017 from
https://www.eea.europa.eu/data-and-maps/daviz/atmospheric-concentration-of-carbon-dioxide-2/download.table
Following your teacher's directions, share your graph results with others in
your group. Compare and contrast the graphs and what story they tell about
the carbon cycle. Together, answer the questions on the Carbon Cycle
Summary Worksheet.
34
Carbon Cycle
More Lessons from the Sky, 2015, Satellite Educators Association
Student Activity
Graphing Greenhouse Gases
Using graph paper and pencil or a computer program such as Vernier's
Graphical Analysis or Microsoft Excel, plot these data in an X-Y line graph for
discussion, analysis and interpretation.
Concentration of Atmospheric Gases Affected by Human Activity
Chlorofluorocarbons Production (CFC)
hundreds of metric tons
Year
CFC
(hundreds of
metric tons)
Year
CFC
(hundreds of
metric tons)
Year
CFC
(hundreds of
metric tons)
1931
5.44
1956
1011.51
1981
9041.51
1932
1.36
1957
1080.92
1982
8619.29
1933
3.18
1958
1029.66
1983
9522.93
1934
7.25
1959
1231.51
1984
10470.86
1935
10.43
1960
1491.42
1985
10720.93
1936
18.15
1961
1689.63
1986
11481.58
1937
32.20
1962
2062.04
1987
12426.45
1938
29.03
1963
2397.24
1988
12858.51
1939
40.37
1964
2811.82
1989
11925.72
1940
47.17
1965
3128.89
1990
8910.84
1941
65.32
1966
3572.04
1991
8725.38
1942
62.60
1967
4025.19
1992
8217.13
1943
86.18
1968
4506.00
1993
7704.69
1944
171.01
1969
5145.56
1994
6437.53
1945
204.57
1970
6153.06
1995
6177.92
1946
173.73
1971
6653.13
1996
5953.64
1947
214.55
1972
7499.90
1997
5687.34
1948
277.60
1973
8467.69
1998
6099.77
1949
306.18
1974
8959.12
1999
5973.03
1950
411.87
1975
7700.30
2000
5942.97
1951
453.14
1976
8412.67
2001
5569.43
1952
508.02
1977
8046.72
2002
5462.60
1953
637.75
1978
7925.96
2003
5034.63
1954
700.35
1979
18487.27
2004
4867.63
1955
838.69
1980
8941.64
Data source:
Alternative Fluorocarbons Environmental Acceptability Study. Retrieved May 23, 2015 from
http://www.afeas.org/index.html
Following your teacher's directions, share your graph results with others in
your group. Compare and contrast the graphs and what story they tell about
the carbon cycle. Together, answer the questions on the Carbon Cycle
Summary Worksheet.
More Lessons from the Sky, 2015, Satellite Educators Association
Carbon Cycle
35
Student Activity
Graphing Greenhouse Gases
Using graph paper and pencil or a computer program such as Vernier's Graphical
Analysis or Microsoft Excel, plot these data in an X-Y line graph or a column graph for
discussion, analysis and interpretation.
Global Annual Average Land and Ocean Temperature Anomaly
(C)
Value (°C)
Year
Year
Value (°C)
Year
Value (°C)
Year
Value (°C)
Year
Value (°C)
1880
-0.12
1907
-0.37
1934
-0.11
1961
0.08
1988
0.38
1881
-0.07
1908
-0.44
1935
-0.14
1962
0.09
1989
0.30
1882
-0.07
1909
-0.43
1936
-0.12
1963
0.11
1990
0.43
1883
-0.14
1910
-0.39
1937
-0.02
1964
-0.15
1991
0.41
1884
-0.21
1911
-0.44
1938
-0.03
1965
-0.07
1992
0.26
1885
-0.22
1912
-0.34
1939
-0.01
1966
-0.02
1993
0.29
1886
-0.20
1913
-0.33
1940
0.10
1967
-0.01
1994
0.34
1887
-0.25
1914
-0.15
1941
0.20
1968
-0.03
1995
0.46
1888
-0.15
1915
-0.08
1942
0.15
1969
0.10
1996
0.32
1889
-0.10
1916
-0.30
1943
0.16
1970
0.04
1997
0.52
1890
-0.32
1917
-0.32
1944
0.29
1971
-0.08
1998
0.64
1891
-0.25
1918
-0.21
1945
0.17
1972
0.03
1999
0.45
1892
-0.30
1919
-0.21
1946
0.00
1973
0.17
2000
0.43
1893
-0.32
1920
-0.22
1947
-0.05
1974
-0.07
2001
0.55
1894
-0.28
1921
-0.15
1948
-0.05
1975
0.00
2002
0.61
1895
-0.22
1922
-0.23
1949
-0.06
1976
-0.08
2003
0.62
1896
-0.09
1923
-0.22
1950
-0.16
1977
0.20
2004
0.58
1897
-0.11
1924
-0.26
1951
-0.01
1978
0.11
2005
0.66
1898
-0.26
1925
-0.15
1952
0.03
1979
0.23
2006
0.62
1899
-0.12
1926
-0.07
1953
0.10
1980
0.27
2007
0.61
1900
-0.07
1927
-0.15
1954
-0.11
1981
0.30
2008
0.54
1901
-0.14
1928
-0.18
1955
-0.13
1982
0.18
2009
0.64
1902
-0.24
1929
-0.30
1956
-0.20
1983
0.34
2010
0.71
1903
-0.33
1930
-0.11
1957
0.05
1984
0.15
2011
0.58
1904
-0.42
1931
-0.08
1958
0.11
1985
0.14
2012
0.63
1905
-0.29
1932
-0.12
1959
0.06
1986
0.23
2013
0.67
1906
-0.22
1933
-0.25
1960
0.02
1987
0.37
2014
0.74
Data source:
NOAA National Centers for Environmental Information, Climate at a Glance. Retrieved May 23, 2017 from
https://www.ncdc.noaa.gov/cag/time-series/global
Following your teacher's directions, share your graph results with others in your
group. Compare and contrast the graphs and what story they tell about the carbon
cycle. Together, answer the questions on the Carbon Cycle Summary Worksheet.
36
Carbon Cycle
More Lessons from the Sky, 2015, Satellite Educators Association
Student Activity
Carbon Cycle Summary Worksheet
Throughout these activities, you have observed a long-term increase in
atmospheric CO2 concentrations overlying consistent seasonal variation.
1. Does the CO2 increase coincide with changes in other greenhouse gas concentrations?
The data which you have observed are a powerful scientific indicator that the
atmosphere is changing over time, and they are some of the primary evidence
that concerns those studying the climate. Scientists are most concerned with
the following:
o Long-term increase in CO2 levels which can be attributed to human
causes
o Short-term seasonal and regional fluctuations
o Identification of all carbon sinks and where they are located
Consider these questions. Discuss them in your graph groups. Be prepared to
represent your group in sharing your group's answers with the rest of the
class.
2. What implications do the observed long-term trends of CO2 have for the Earth and its
climate system? Make specific reference to the Greenhouse Effect.
3. Given the increasing levels of CO2 within Earth's atmosphere and the role that it has
in warming the atmosphere, do you think that humans have reason for concern?
Justify your answer with the concepts and data that you have studied throughout this
activity.
4. How will AIRS, OCO-2 and other satellite-based remote sensors help us make decisions
about future human activities?
More Lessons from the Sky, 2015, Satellite Educators Association
Carbon Cycle
37
Student Activity
Your Turn
Identify, being as specific as possible, some of the sources and sinks of CO 2 in your
particular geographic region. At what times of the year are each of these sources and sinks
most influential on the atmosphere?
Make an inventory of your own daily activities for several days – a week would be best.
Which of your activities contribute most to increasing atmospheric CO2 levels and changing
climate? What are some steps that you could take to decrease this effect?
Identify the potential implications of the observed data on natural ecosystems and human
society on a global, regional, and individual scale. When considering human society, you
might include impacts on human needs, economy, energy, industry, agriculture, policy, etc.
Be sure to identify some of the current and predicted impacts of a changing climate on your
region. What steps can be taken to remediate this environmental issue? You will need to
refer to outside sources in order to answer this question.
Devise and carry out a plan to investigate chlorofluorocarbon production and emissions.
What caused the decrease in CFC production after 1988? Does this trend coincide with the
trend in CFC concentrations in the atmosphere? How will this affect the stratospheric ozone
and the quality of life on Earth? How long is this trend likely to last? What implications does
this have for the way human typically conduct outdoor activities?
38
Carbon Cycle
More Lessons from the Sky, 2015, Satellite Educators Association