On Target? Do this on your Warm Up worksheet! PLEASE put today’s date (3/28/16) in the Monday box of your warm up! What happened when we heated the baking soda on Friday? How did we know this happened? Explain your answer.

For today 1.Warmup 2.Timeline 3.Lab wrap up time 4.Review Lab 5.Worksheet Objective: I can model how carbon moves throughout Earth’s system by completing a carbon cycle lab activity.

This Week: 1.Monday: Wrapping Up Lab 2.Tuesday: Going over lab, starting combustion 3.Wednesday: Combustion, Carbon cycle worksheet DUE 4.Thursday: Carbon cycle QUIZ! 5.Friday: Trees

End of Quarter is Friday!

Carbon Changing Costumes The goal of this lab is to have you model how carbon moves in nature After EACH station you need to add the appropriate arrows to your diagram in your lab notebook!

To-do list for today: 1.Finish any lab stations you haven’t done yet! 2.Go over your packet with your lab partner and make sure every question is answered. 3.Add the appropriate arrows to your carbon cycle drawings in your lab notebook. 4.Start the worksheet (ask Ms. G if you get to this point) Objective: I can model how carbon moves throughout Earth’s system by completing a carbon cycle lab activity.

Station 1 This experiment shows that carbon in CO2 moves more rapidly to the atmosphere from _____ water than from ______ water This means that carbon dioxide is more soluble in ______ water than _______ water.

Station 1 This experiment shows that carbon in CO2 moves more rapidly to the atmosphere from _warm_ water than from __cold_ water This means that carbon dioxide is more soluble in _cold_ water than __warm__ water.

Station 1 4. How does solubility change with temperature? Temperature CO2 Solubility

Station 2 In the natural world, this experiment represents the movement of carbon from ________ to ________.

Station 2 In the natural world, this experiment represents the movement of carbon from _soil__ to _rivers/water__. *this is what makes creeks and rivers dirtier in the spring (more water causes more soil to percolate)

Station 3 In the natural world, this experiment represents the movement of carbon from ________ to ________.

Station 3 In the natural world, this experiment represents the movement of carbon from _rocks/land__ to _water__. *even though there was CO2 in the gas, you are looking at what was happening in the water (step 5b)

Station 3 Rock Weathering: CaCO 3 + H 2 O + CO 2  Ca 2+ + HCO 3 1- Limestone (Rock) River or the Ocean (Water)

STATION #4 Basically, you would find that the NaHCO 3 turned to NaOH plus something that disappeared. What else was made? Carbon Dioxide! This is what happens when magma melts rocks and then the volcano explodes.

Station 4 In the natural world, this experiment represents the movement of carbon from ________ to ________.

Station 4 In the natural world, this experiment represents the movement of carbon from _inside the Earth__ to _atmosphere__.

Station 5 In the natural world, this experiment represents the movement of carbon from ________ to ________.

Station 5 In the natural world, this experiment represents the movement of carbon from _ocean water__ to _seafloor__.

Station 5 Making Limestone: Ca Cl HCO Na 1+  2Na Cl 1- +CaCO 3 + H 2 O + CO 2 Ocean Water Seafloor

Station 6 In the natural world, this experiment represents the movement of carbon from ________ to ________.

Station 6 In the natural world, this experiment represents the movement of carbon from _atmosphere__ to _plants/vegetation__.

Station 7 In the natural world, this experiment represents the movement of carbon from ________ to ________.

Station 7 In the natural world, this experiment represents the movement of carbon from _soil__ to _atmosphere__.

Station 7 Microbial Respiration: C 6 H 12 O 6  2C 2 H 5 OH + 2CO 2 + energy C 6 H 12 O 6  3CH 4 + 3CO 2 + energy SoilAtmosphere Animals Atmosphere

Station 8 In the natural world, this experiment represents the movement of carbon from ________ to ________.

Station 8 In the natural world, this experiment represents the movement of carbon from _food__ to _atmosphere__.

MISCONCEPTIONS! Answer in notebook (you will be sharing these shortly so you need to not be a lazy-bones) 1.Where do plants get the carbon to make sugar (glucose)? 2.How do animals (like humans) get their Carbon? 3.What are the options for CO2 in the ocean to do? 4.Do fish absorb carbon from their environment? 5.Does CO2 evaporate, condense, and precipitate?

Find your twin! When I say, find someone that shares a certain trait with you. When you find them, discuss the answer for the question we’re on and if they contribute a different idea, jot it down quickly. – So you’ll need notebook and writing utensil

Where do plants get the carbon to make sugar (glucose)? Atmosphere (CO2) NOT from soil Photosynthesis The soil provides other things like nitrogen, phosphorus, and potassium.

How do animals (like humans) get their Carbon? Food-not just by magical absorption

What are the options for CO2 in the ocean to do? – React with water to make carbonic acid – Taken in by an ocean plant – Outgassing/exosolution (eventually)

Do fish absorb carbon from their environment? NO they eat food just like all animals to get their carbon. Stuff in the ocean works just like on land, plants take in CO2 and put out O2, Animals use O2 and eat to get Carbon and put out CO2

Does CO2 evaporate, condense, and precipitate? NO: but it can combine with water droplets What happens when CO2 goes into a water droplet?

Forms of Carbon Go through your lab packet and circle/highlight any molecule that contains carbon (C) Then, on a whiteboard, work with your group to categorize these into land, ocean, atmosphere, living thing – Place where that form of carbon is found

HOMEWORK! Do your Carbon Cycle diagram. Your quiz on Thursday will be asking you to describe the path that a carbon atom could take…

Exit Ticket 1.What do you think is the purpose of doing labs? 2.What can you do in the future to make sure a lab is enhancing your understanding of a concept?