1. Chemistry Basics Elements  a unique type of atom There are 92 natural elements occurring on earth The study of elements needed for life is called organic chemistry or biochemistry The essential elements for life are MACRO Carbon Hydrogen MagnesiumOxygen for carbohydrates NitrogenAmino Acids and proteins PhosphorusATP and ADP Potassiumenzymes Sulfuramino acids and proteins Calciummembrane function chlorophyll and enzymes

2. Bio-geochemical Cycles Bio-geochemical cycle refers to the elements that move from geosphere to biosphere and back to geosphere. Each cycle may have a corresponding link in the atmosphere and hydrosphere Most important 4 are the following:  Carbon cycle  Nitrogen cycle  Phosphorus cycle  Water cycle

3. The Carbon Cycle Carbon is an essential element for all life Carbon is the 4 th most abundant element in the universe. It is the element that anchors all life. All organic compounds contain Carbon The Carbon cycle begins in the atmosphere as CO 2.

4. Two Cycles: Long Term and Short term Long Term  Geological Geological cycle begins with the birth of earth. Initial carbon came with the earth and meteors. Carbon was present in atmosphere as C0 2 through volcanism. Carbon combined with elements in earth’s crust to create minerals like calcium carbonate. Carbon erodes from this storage into oceans.

5. Short Term Cycle Starts at CO 2 in the atmosphere Plants photosynthesis to convert carbon into carbohydrates Consumer’s eat Both plants and animals use energy through cellular respiration and return carbon to the air Decay returns carbon to the ocean and soil.

8. How Industry Influences Carbon Cycle Fossil Fuels Fossil fuels are old plants and animals that have decayed after millions of years. The carbon comes from the organisms that died Coal is a type of fossil fuel just from plants The carbon is a long term storage. Releasing the carbon puts it back in the atmosphere

9. What We Burn the Most

10. Where Does CO 2 Come From

11. Carbon Yearly and Seasonal

12. The US and Greenhouse Emissions Greenhouse gases emitted by the United States are from the following : –Carbon dioxide (CO 2 ) from fossil fuels, respiration –Methane (CH 4 ) from cows, landfills, melting permafrost –Nitrous oxide (N 2 O) from fossil fuels, volcanoes –Water vapor (H 2 O) natural steam / evaporation.

13. The Transportation & Industry Sectors Emit the Greatest Amount

14. Greenhouse Emission per Country

15. Greenhouse Gas Emission

16. Carbon When analyzing the carbon cycle scientists refer to the storage and release as either a sink or source. Source: where carbon is given off/emitted Sink: where carbon is stored – Short term sinks = animals, plants, top soil – Long term = deep ocean, rainforest, deep soils and rocks, fossils

17. Balancing Carbon: Sources vs. Sinks Sources  ways it gets into atmosphere Natural sources: – Forest fires – Volcanoes – Respiration Anthropogenic Sources: – Transportation – Slash and burn – Deforestation – Energy usage – Warming planet From ocean From rocks Sinks  places to store Forests Grasslands Ocean  especially deep oceans Deep in forest soils

18. Major Components of the Atmosphere Nitrogen Oxygen Carbon dioxide Argon Methane Water vapor Nitrogen oxide Sulfur oxide Atmospheric dust

19. How the Atmosphere Influences Climate The atmosphere acts as a protective bubble surrounding our planet Protects against gamma rays and X rays Protects us from large temperature changes with the green house gases Also causes our sky to be blue by refracting sunlight Causes the water cycle

20. Green House Effect

22. Methane in Permafrost & Ocean Acidification Too many carbon sources!

23. Ocean Acidification Ocean acidification happens when atmosphere CO 2 is dissolved in the seawater, increasing the acidity (lower pH) http://news.bbc.co.uk/2/hi/science/nature/7933589.stm

25. What’s the big deal? Increased ocean acidity causes countless problems for marine plants and animals. It is particularly influential on shellfish and corals because they are losing the ability to create the exoskeletons they live in with increasing ocean acidity. http://www.epa.gov/climate/climatechange/kids/impacts/signs/acidity.html

27. http://news.bbc.co.uk/2/hi/science/nature/7933589.stm

28. Acid Test: The Global Challenge of Ocean Acidification Video on ocean acidification  Guided notes to go along

29. 3. This raises the hydrogen ion concentration in the water, and limits organisms' access to carbonate ions, which are needed to form hard parts 1. Up to one half of the carbon dioxide (CO2) released by burning fossil fuels over the past 200 years has been absorbed by the world's oceans 2. Absorbed CO2 in seawater (H2O) forms carbonic acid (H2CO3), lowering the water's pH level and making it more acidic http://news.bbc.co.uk/2/hi/science/nature/7933589.stm

30. Methane What is it? – Methane is an odorless, colorless flammable gas. It is used primarily as fuel to make heat and light. It is also used to manufacture organic chemicals. Methane can be formed by the decay of natural materials and is common in landfills, marshes, septic systems and sewers.

31. Where does it come from? Natural Wetlands (very little to no oxygen) Anaerobic Decomposition Vegetation Termites Oceans Livestock Domesticated livestock dump large quantities of methane into the atmosphere. 20% of global methane emissions Industrial Annual emissions around 320 million tons Burning of oil, coal, natural gas, biomass. Waste & landfills http://www.eoearth.org/article/Methane?topic=49554

32. Wetland Anaerobic Decomposition

33. Livestock

34. Industrial/Anthropogenic

37. Story of Stuff http://storyofstuff.org/movies/story-of-stuff/

38. Permafrost & Methane Below the permafrost at the poles, anaerobic decomposition releases methane that remains trapped underneath the frozen permafrost. As global temperatures continue to rise, more and more of this permafrost is melting, allowing that once trapped methane to escape into the atmosphere.

39. Methane pockets (hydrates) below the permafrost are locked up unless the permafrost is perforated, releasing the methane.

40. Permafrost Melting & Drunken Trees Because the Permafrost is melting, these “Drunken Trees” don’t have frozen ground to grow their roots into. This causes heaving and thawing which makes the trees lose stability, making them look “drunken”

42. Solutions Use the methane as a fuel source – Problem: too many rivers/lakes for efficiency Increase the amount of grazing herbivores on the permafrost – This would keep the forest young and therefore allow more of the ice/snow covered ground to show. The light color of the ice/snow covered ground has a high reflective quality so it would reflect more sunlight, decreasing the temperature and keeping the permafrost frozen.

43. What’s the Big Picture? Carbon Reduction Solutions Reducing CO 2 and CH 4 emissions benefits: The environment The economy Society Practices that benefit all three of these are said to be sustainable.

44. Sustainable Development “Development that meets the needs of the present without compromising the ability of future generations to meet their own needs.” – Our Common Future

45. Three Parts of Sustainability Healthy Environment Healthy Economy Healthy Society From: http://www.sustainablemeasures.com

46. Is this Sustainable? http://www.chrisjordan.com / Going to a Game How do sport games impact… Environment? Economy? Society? Can this activity be done without causing damage in one of these three areas? Can this activity be done so that people in the future will have the same opportunities to do this activity?

47. Is it Sustainable? Can this activity be done without causing damage in one of these three areas? Can this activity be done so that people in the future will have the same opportunities to do this activity? Driving How does driving impact the… Environment? Economy? Society?

48. Is it Sustainable? Activity Get into groups of 2 or 3 and pick up the following: – Large piece of paper – Bold Marker (not permanent) – Green sheet with chart

49. Individual activitiesSchool activities Government actionsBusiness products/services

50. Is it Sustainable? Part One 1.With your group, choose one activity from each category on the “Green sheet”. Circle them if you want. 2.Under each activity, describe if this activity is or is not socially, economically, and/or environmentally sustainable. Each group will share their answers to the questions above.

51. Individual activities -Owning/using a cell phone -Driving above the speed limit -Eating at McDonald’s for breakfast -Drinking bottled water at lunch -Shopping at the Saturday farmer’s market School activities - Hosting a Friday night high school football game - Going on a class field trip to the zoo - Buying recycled paper for copiers - Selling soft drinks in vending machines - Allowing students to drive off- campus for lunch Government actions - Offering curbside trash pick-up - Raising the fee to ride public transportation - Building an energy efficient courthouse - Building sidewalks to the local high school from neighboring suburbs Business products/services - Making computers - Producing organic cotton T-shirts - Building a 5,000 sq ft. house in the suburbs - Building a restaurant on a vacant lot - Home delivery of a daily newspaper - Raising pasture-fed beef to sell to consumers

52. Sustainability Scale Can something that is unsustainable be altered to become more sustainable?

53. Chances are, each activity had a weakness in one of the three sustainability areas: Economy, Society, Environment 1.Below your first descriptions from part one, explain how that activity can be changed to satisfy all of the areas of sustainability. (Example: Maybe it was environmentally sound but lacked a social grasp or didn’t help the economy, etc.) Is it Sustainable? Part Two

54. Activity 3: Hidden Energy Everyday Items have Carbon Footprints

55. Hidden Energy: Secondary Carbon Footprints With your group, choose an object from the classroom (any object) Use the flip-side of the poster paper to draw/diagram the materials used to make, market, utilize and dispose of this object.

56. Hidden Energy Consider the following as you observe this object: – Raw materials – Manufacturing – Packaging, transport, and storage – Marketing (advertising execs, air time) – Use/Lifespan – Disposal

57. Hidden Energy Finally, indicate the steps on your diagram that use energy and result in CO 2 and/or CH 4 emissions.

58. Hidden Energy 1.Now, view your object from the perspective of the manufacturer and answer the following question: a)How can the carbon footprint of your object be reduced? 2.Answer the same question but view your object from the perspective of the consumer : a)How can the carbon footprint of your object be reduced?

59. Hidden Energy In the News “Wal-Mart asks Suppliers to Rate Energy Use” The Wall Street Journal, September 24, 2007 25 – 30 companies that supply products such as DVDs, toothpaste, soap, milk, beer, vacuum cleaners, and soda will be asked to measure the amount of energy used to manufacture their products. The company wants to cut packaging waste, increase fuel efficiency, and eventually operate entirely on renewable energy.

60. What does it all come down to? What can people do to reduce carbon footprints, both individually and globally?

61. Acknowledgements ERP Staff Christie Hinson, Civic Education Consortium, UNC Terri Buckner, Office of Sustainability, UNC Z. Smith Reynolds Foundation Dana Haine, Science Educator Environmental Resource Program, UNC Institute for the Environment dhaine@unc.edudhaine@unc.edu (919) 843-5735