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Hot Topics Workshop:

Table of ContentsBackground Information................................................................................................................................................. 4

The Carbon Cycle........................................................................................................................................................................ 6

MODEL 1: It’s Elemental.....................................................................................................................................................6

MODEL 2: Molecules.............................................................................................................................................................7

MODEL 3: Geochemical Cycles.........................................................................................................................................8

MODEL 4: Carbon Cycle......................................................................................................................................................9

MODEL 5: Mass Balances of Reservoirs in the Carbon Cycle (Units: 1015 g C/yr)..................................10

MODEL 6: Carbon in the Atmosphere........................................................................................................................11

MODEL 7: The Greenhouse Effect................................................................................................................................13

MODEL 8: Changes in Carbon Dioxide and Temperature.................................................................................14

Carbon Cycle Games: Online and Off...............................................................................................................................16

Investigating the Carbon Cycle, Board Game...............................................................................................................17

Protocol for Carbon Cycle Game...................................................................................................................................19

Protocol for Investigating Global Warming.............................................................................................................22

Protocol for Modeling Carbon Sequestration with CO2 and Temperature Change................................23

2 :: Developed by PARC & Science Outreach, with support from the Toshiba America Foundation :: Washington University in St. Louis, February 5, 2010

:: Biomass :: Growing Kilowatts On the GroundOVERVIEW:

The Hot Topics Workshop

In this workshop, we focus on the carbon cycle and the change in climate due to increasing carbon dioxide. We then investigate the various biomass technology applications. The goal of this workshop is to understand how biomass can not only be burned to release its energy, but can also be converted into other useable forms of energy, such as methane gas or transportation fuels.

National Science Education Standards Addressed:

This interdisciplinary unit addresses the following standards as set forth by the Center for Science, Mathematics, and Engineering Education:

Strand 5-8 9-12

Inquiry Abilities necessary to do scientific inquiry

Understanding of scientific inquiry

Abilities necessary to do scientific inquiry

Understanding of scientific inquiry

Life Science Structure and function in living systems

The cell Matter, energy, and

organization in living systems

Earth and Space Science

Structure of the earth system

Energy in the earth system

Geochemical cycles

Physical Science Transfer of energy Conservation of energy and increase in disorder

Interactions of energy and matter


Science and Technology

Abilities of technological design

Understanding about science and technology

Abilities of technological design

Understanding about science and technology

Background Information

Biomass Background

We have used biomass energy or bioenergy for thousands of years (i.e., burning wood to cook food or keep warm). Although biomass generates about the same amount of carbon dioxide as fossil fuels, it can reduce our greenhouse emissions because every time a plant grows, carbon dioxide is removed from the atmosphere.

There are four major biomass energy technology applications:

Biofuels:

Biomass can be converted directly into liquid fuels, called biofuels, for our transportation needs. The most common biofuels are ethanol and biodiesel. Ethanol, the same alcohol found in beer and wine, is made by fermenting any biomass high in carbohydrates through a process similar to brewing beer. Biodiesel is made by combining alcohol, typically methanol, with vegetable oil, animal fat, or recycled cooking greases. To avoid producing methanol from natural gas, the most likely approach is gasification. Gasification involves vaporizing the biomass at high temperatures, then removing the impurities from the hot gas and passing it through a catalyst, which converts it to methanol.

Biopower:

This refers to using biomass to generate electricity. This is done six ways: direct-fired, cofiring, gasification, anaerobic digestion, pyrolysis, and small, modular. Direct-fired systems are the most common and these biopower plants burn bioenergy feedstocks directly to produce steam. A turbine captures the steam, and then a generator converts it to electricity. Cofiring involves using bioenergy feedstocks as a supplementary energy source in high efficiency boilers. Gasification systems use high temperatures and an oxygen-starved environment to convert biomass into a gas to fuel a gas turbine which then turns an electric generator (instead of propelling a jet). The decay of biomass produces methane that can be used as an energy source. We can drill wells in landfills to release methane from decaying organic matter. Anaerobic digestion by bacteria decomposing organic matter can also produce methane. Methane is then burned to produce steam for


electricity generation or industrial processes. Methane can also be used as the “fuel” in a fuel cell.

Biochar:

Biochar is charcoal created by pyrolysis of biomass. The resulting charcoal like material helps to sequester and capture carbon dioxide. Therefore, biochar is a form of biosequestration or atmospheric carbon capture and storage. The biochar process is a unique way to capture carbon dioxide because biochar can draw carbon from the atmosphere and sequester it in the soil for hundreds to thousands of years. This has potential for concerns about climate change due to emission of carbon dioxide.

In addition to sequestering carbon, biochar has other benefits when added to soil. For example, when biochar is added to soil it can prevent the leaching of nutrients out of it, increase the available nutrients for plant growth, increase water retention, and reduce the amount of fertilizer required. Research shows that it also decreases nitrous oxide and methane emissions from soil, which are both greenhouse gases.

Bioproducts:

We can make products typically made from fossil fuels, from biomass instead. These are made from renewable resources and often require less energy to produce than petroleum-based products. This is often done by releasing the sugars that make up starch and cellulose in plants to make products such as, antifreeze, plastics, glues, artificial sweeteners, and gel for toothpaste. Other important building blocks include carbon monoxide and hydrogen (also known as biosynthesis gas), produced in large quantities when biomass is heated. This biosynthesis gas can be used to make plastics and acids, which can be used in making photographic films, textiles, and synthetic fabrics. In the absence of oxygen, heated biomass will form pyrolysis oil. Phenol can be extracted from this oil and used to make wood adhesives, molded plastic, and foam insulation.


The Carbon Cycle

WHY?

Biomass, is biological material from living, or recently living organisms. Biomass can consist of materials such as wood, waste, corn or sugarcane and can be converted into different materials to provide renewable energy. Biomass is carbon, hydrogen, and oxygen based. All living things contain these elements. In order to understand biomass, we must learn about the carbon cycle, which is a key biogeochemical cycle impacted by the use of biomass for energy.

MODEL 1: It’s ElementalAtomic Number: 6Atomic Weight: 12.0107 atomic mass units (AMU)Melting Point: 3823 K (3550°C or 6422°F)Boiling Point: 4098 K (3825°C or 6917°F)Density: 2.2670 grams per cubic centimeterPhase at Room Temperature: SolidElement Classification: Non-metalPeriod Number: 2 Group

Number: 14 Group Name: noneWhat's in a name? From the Latin word for charcoal, carbo.Say what? Carbon is pronounced as KAR-ben.

Key Questions:1. What is the symbol for carbon?

2. What does the number on the top left represent?

3. What is the atomic weight of carbon?

4. Is carbon a metal or nonmetal?


5. From where did carbon get its name?

6. If Protons and Neutrons make up the atomic weight of Carbon, what is the weight of each of these particles?

7. How many electrons does a neutral atom of Carbon have?

8. What do you notice about the number of Protons and Electrons? Why might this be the case?

MODEL 2: Molecules

1. How are the molecule of carbon dioxide and methane similar? How are they different?

2. In a molecule of carbon dioxide, what is the Carbon atom attached to?

3. In a molecule of methane, what is the Carbon atom attached to?

4. What does the line connecting atom to atom represent?


Hydrogen

Hydrogen

Hydrogen Carbon

Figure 1: Carbon Dioxide Figure 2: Methane

BOND Hydrogen

5. Both carbon dioxide and methane are carbon-containing molecules, based on the Model, what is a good definition of the word molecule?

6. The molecule methane (Figure 2.) is a hydrocarbon but carbon dioxide is not. Why do you think methane is called a hydrocarbon?

MODEL 3: Geochemical Cycles

1. A biogeochemical cycle refers to the flow of important elements and compounds within the ecosystem. What are the five elements (or compounds) involved in the major cycles depicted in Model 3?

2. Identify the various places where Nitrogen is found in the ecosystem, using the Model above. Where does it come from?


3. Identify all of the places where Carbon is involved using the Model.

4. Do you see any errors in the diagram or places where the accuracy of this Model could be improved?

MODEL 4: Carbon Cycle

1. List all of the different molecules that contain the element Carbon in the Model of the carbon cycle above.

2. What processes (e.g., photosynthesis) are depicted in Model 4 as part of the carbon cycle.


3. Carbon dioxide (CO2), methane (CH4) and carbon monoxide (CO) are all greenhouse gases. Circle these molecules on the cycle in Model 4. What is/are the source(s) of each of the three greenhouse gases containing Carbon?

MODEL 5: Mass Balances of Reservoirs in the Carbon Cycle (Units: 1015 g C/yr)

1. List the six the locations or reservoirs that Carbon cycles through.

2. Based on the Model, what is the main “source” (returning CO2 to the environment) in the carbon cycle? How much CO2 does this place in the environment?


3. Based on the Model, what is the main “sink” (receiving and storing the CO2) in the carbon cycle? How many grams of Carbon per year does this sink contain?

MODEL 6: Carbon in the Atmosphere

Name two ways that carbon (usually in the form of CO2) enters the atmosphere.

What process uses CO2 from the atmosphere?

What organisms carry out that process?


Wastes and dead organisms must be broken down in order for their components to be used again. What organisms in the cycle carry out this process?

What would happen if decomposition did not occur?

Not all dead organisms are acted on by decomposers. Instead of being immediately recycled, the carbon from some organisms is kept in a type of long-term storage or carbon sink. Using the model, answer the questions below about this long-term storage:

List four materials that contain this stored carbon.

What is the collective term for these four materials?

What process returns CO2 to the atmosphere from the carbon stores?

How do humans use these carbon stores?

How does our use of carbon stores affect the amount of CO2 in the atmosphere?


MODEL 7: The Greenhouse Effect

What do the straight, yellow lines represent?

What do the red, squiggly lines represent?

Numbers 2 and 6 work together to create the greenhouse effect. Based on this Model, what is the greenhouse effect?

Why might the greenhouse effect be important, even necessary for life on Earth?


MODEL 8: Changes in Carbon Dioxide and Temperature

SOURCE: EPA, Climate Change Science

At what time(s) was the Antarctic temperature the highest?

At what time(s) was the Antarctic temperature the lowest?

Based on this Model, as CO2 concentration increases, what happens to the temperature?

What do you notice about the 2006 concentration of CO2 compared to all of the years before?

What are 2 ways in which human activity might be contributing to the increasing the amount of atmospheric CO2?


Explain why many scientists are concerned about the increased concentration of carbon dioxide and other greenhouse gases in Earth’s atmosphere?


Carbon Cycle Games: Online and Off

Link: http://www.windows2universe.org/earth/climate/carbon_cycle.html

Discussion Questions:

How much carbon is released into the atmosphere from fossil fuels?

What are the six carbon reservoirs (or places that carbon is stored)?

What form does carbon exist in within each reservoir?

Where is most of Earth’s carbon stored?

Where is more carbon stored: Water or air? Warm water or cold water?


Investigating the Carbon Cycle, Board GameBackground:


Protocol for Carbon Cycle GameBackground:

In this game, students are introduced to the complexity of the carbon cycle. By the end of the game, students should understand that carbon can take many forms throughout the carbon cycle, and that no set pathway exists in the cycle.

Materials:

One copy of the game board and game cards for each group of 5 students5 different colored small nuts and bolts for each game boardDiceGame instructions

Prerequisite Knowledge:

Combustion – burning of carbon-based materials (e.g. wood, gasoline, coal) to obtain energy to do work, releasing CO2 as a byproduct Humification – the alteration of organic matter that is too complex to be broken down by bacteria and fungi. This carbon becomes part of the matter in the soil. Inorganic – molecules that are not of biological origin (e.g. CO2, bicarbonate) Organic – molecules that are of biological origin (e.g. wood, leaves, sugars, starches) Organic Matter – various molecules and pieces of dead tissue that are of biological origin Photosynthesis – the conversion of carbon dioxide into sugars by plants using the sun as an energy source Respiration – the conversion of sugars into carbon dioxide to release energy used by organisms

Game Instructions:

1. Sort the game cards by heading, and pick a game piece. 2. Place game pieces at vegetation. 3. Roll the dice to see who starts. The player with the highest number starts.

Continue in a clockwise direction after the first player has been determined.

4. Begin by picking a vegetation card. Read the card to find out your next destination, and then roll the dice to find out how many spaces you move towards your destination. Record the appropriate information from each card to your worksheet.

5. When you return to vegetation again, pick up a second game piece, and continue on.

6. The first person to reach vegetation again, wins the game.

(Adapted from Arizona State University, GK-12: Down to Earth Science)


Carbon CycleInstructions: Label carbon pools and draw arrows between pools that you visited.

Follow Up Questions

1.What is carbon?

2.Where can carbon be found in the environment?

3.What does it mean when carbon is organic? Give one example of an organic form of carbon and one example of an inorganic form of carbon.

4.Name and describe one process carbon undergoes to change pools.

5.How are humans changing the carbon cycle? In which carbon pool does most of this extra carbon accumulate?


6.Describe the path that you took as a carbon molecule when you played the game.

Protocol for Investigating Global Warming

Background:

A build up of greenhouse gases in the atmosphere due to the use of fossil fuels and other industrial processes has led to an increase in the earth’s temperature. Since 1896 it has been known that these gases help stop the earth’s infrared radiation from escaping into space and it is this that maintains the Earth’s relatively warm temperature. The following experiment allows students to compare the thermal properties of carbon dioxide with that of air and can be extended further to include water vapor.

Materials:

Vernier Temperature probeComputer OR LabQuestTwo 2-Liter plastic soda bottlesTwo clamp stands and clampsCarbon dioxide from a Soda SiphonTwo heat lamps (at least 60W)PlasticineGravel/sand to stabilize bottles and represent Earth

Procedure: 1. Prepare plastic soda bottles by removing the labels and drilling holes in the tops big enough to allow temperature probes to go through2. Setup clamp stands and heat lamps. DO NOT place lamps too close to plastic or bottles may melt.3. Fill one of the bottles with carbon dioxide, screw on the top and plug any gaps with plasticine4. Prepare bottle full of air by plugging any gaps with plasticine5. Monitor temperature of both bottles until they are approximately the same, then 23 :: Developed by PARC & Science Outreach, with support from the Toshiba America Foundation :: Washington University in St. Louis, February 5, 2010

switch on the heat lamps and begin to record the temperature over time.6. After 20 minutes switch the heat lamps off but continue recording the temperature for 20 more minutes.

Protocol for Modeling Carbon Sequestration with CO2 and Temperature ChangeMaterials:

BioChamber 2000CO2 sensorGoTemp SensorVernier Lab QuestBiocharWaterPlantSandSoilSoda siphon with CO2 charger

Procedure:

1. Obtain 3 BioChamber 2000s2. Modify conditions of each:3. In BioChamber #1 place a small plant4. In BioChamber #2 place soil5. In BioChamber #3 place water6. Add CO2 to each BioChamber using the soda siphon7. Plug the chamber with the stopper8. Add the CO2 sensor to one of the holes in the BioChamber9. Insert the GoTemp sensor into the rubber stopper10. Insert this into the other hole in the BioChamber11. Collect data for 20 minutes and analyze results12. Change other variables in the containers to see the impact on CO2 levels in the air and temperature in the BioChamber (examples include: add other living things, use a heat lamp, use different temperature water instead of “land,” try different types of “land” etc.)

Discussion Questions:


What happened to the level of CO2 in the atmosphere of the BioChamber over time? How did it relate to the temperature over time?What is the best “sink” you could find for CO2?Do your results make sense given what you have learned about the carbon cycle?Propose a technology or action that might help to sequester carbon, given your results.


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