http://www.teachengineering.org/view_lesson.php?url=collection/cub_/lessons/cub_carbon/cub_carbon_lesson01.xmllessontext/xmlIntegrated Teaching and Learning Program, atmospherecarbon cycleenergy conservationglobal warmingphotosynthesisrespirationfossil fuelscarbon dioxideCO2atmospherebiomassbiospherecarbon cyclefossil fuelsgeosphereglobal warmingphotosynthesisrespiration

Students are introduced to the concept of energy cycles by learning about the carbon cycle. They learn how carbon atoms travel through the geological (ancient) carbon cycle and the biological/physical carbon cycle. They consider how human activities disturb the carbon cycle by emitting carbon dioxide into the atmosphere. They discuss how engineers and scientists are working to reduce carbon dioxide emissions. Lastly, students consider how they can help the world through simple energy conservation measures.

Human activities during the past 100 years, particularly fossil fuel burning and deforestation, are releasing unnatural amounts of carbon dioxide (CO2) into the atmosphere. Today, people are concerned about the rising CO2 concentration in the atmosphere and its impact on global climate change. Many engineers are working to reduce CO2 emissions. For example, environmental engineers study carbon sequestration — the processes that remove carbon from the atmosphere. Mechanical and electrical engineers design buildings, homes, cars and appliances that use less energy. Other engineered devices, such as solar panels and wind turbines, generate electricity from natural sources and do not emit CO2 into the atmosphere.Identify the main differences between the geological carbon cycle and the biological/physical carbon cycle.Describe how human activities have affected the carbon cycle.Explain how engineers are working to understand and rebalance the carbon cycle.20TeachEngineering.orgLauren CooperMalinda Schaefer ZarskeJanet Yowellhttp://www.teachengineering.org/collection/cub_/lessons/cub_carbon/cub_carbon_lesson01_carbon_cycle_reference_sheet.dochttp://www.teachengineering.org/collection/cub_/lessons/cub_carbon/cub_carbon_lesson01_carbon_cycle_reference_sheet.pdfhttp://www.eia.doe.gov/kids/energyfacts/sources/renewable/images/photosynthesis1.gifhttp://www.childrencomefirst.comhttp://www.epa.gov/https://publicaffairs.llnl.gov/news/news_releases/2005/images/climate_change375x275s.jpghttp://www.nasa.gov/images/content/104882main_gorilla-pic4-high.jpghttp://earthobservatory.nasa.govS11417DCInternational_Technology_Education_Association-ITEA_STL_StandardsTechnologyI. Much of the energy used in our environment is not used efficiently.68S1141717International_Technology_Education_Association-ITEA_STL_StandardsTechnologyD. The management of waste produced by technological systems is an important societal issue.68S11425B2ColoradoScienceb. Identify and describe the impact of major geologic events on life on Earth 77S1142554ColoradoSciencec. Compare and contrast the flow of energy with the cycling of matter in ecosystems66United StatesCopyright 2012 - Integrated Teaching and Learning Program, College of Engineering, University of Colorado at Boulderhttp://www.teachengineering.org/policy_ipp.phphttp://www.teachengineering.org/2012-02-027Teacher