1. On Target? Do this on your Warm Up worksheet!
Two Questions:
What is the order of colors with universal indicator from most acidic  most basic?
What is missing from the following equation:
NaHCO3 NaOH + ____

2. Indicators of Reactions!
Universal indicator shows more gradual changes. Seltzer water starts at a pH of about 4 (red for universal indicator). Shaking the seltzer causes CO2 to leave the seltzer, or exsolve. This decreases the acidity (raises the pH), and leads to a yellow color. If left out for a day or more, the water will change to a neutral color (blue green)
BTB turns from blue to teal to yellow over a narrow pH range from about 7.5 (blue) to about 6.5 (yellow). Blue  yellow means more acidic, and pH drops (CO2 added)
Universal indicator shows more gradual changes. Seltzer water starts at a pH of about 4 (red for universal indicator). Shaking the seltzer causes CO2 to leave the seltzer, or exsolve. This decreases the acidity (raises the pH), and leads to a yellow color. If left out for a day or more, the water will change to a neutral color (blue green)

3. On Target? Do this on your Warm Up worksheet!
Two Questions:
What is the order of colors with universal indicator from most acidic  most basic?
What is missing from the following equation:
NaHCO3 NaOH + ____

4. On Target? Do this on your Warm Up worksheet!
Two Questions:
What is the order of colors with universal indicator from most acidic  most basic?
What is missing from the following equation:
NaHCO3 NaOH + CO2

5. For today Warmup Lab Expectations Look Over Lab Start Lab
Objective: I can model how carbon moves throughout Earth’s system by completing a carbon cycle lab activity.

6. Carbon Changing Costumes
The goal of this lab is to have you model how carbon moves in nature
At the end of EACH station you need to add the appropriate numbered (with the station number) arrows to your diagram in your lab notebook!
At the end of each station, you need to call me over to get my signature before you move on to the next station!

8. Carbon Cycle Station Lab
Checklist: after each station, make sure you have:
Filled out the page in the lab packet
Answered all the questions needed
Added numbered arrows to your carbon cycle diagram in your lab notebook
Acquired Ms. Gronenthal’s signature
Cleaned up the lab station
TOMORROW IS THE LAST DAY TO WORK ON THE LAB STATIONS!

9. During the lab BE PATIENT!! Some stations take longer than others
Procedures: work on the lab with 1 partner!
No more than 2 groups (4 people) at a station
Add the lines to your carbon diagram for each station.
Get Ms. Gronenthal’s signature when you’re done with the station!
Make sure you clean up every station before moving on!

10. Safety! FOLLOW DIRECTIONS! Turn to “station 4” “WEAR GOGGLES”
Circle step 2d (I will help you light the burner-DO NOT DO IT WITHOUT ME!!!!)
All the other stations are very straight forward
Don’t feel very rushed for time: today is getting started, it will go slow

11. 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.

12. 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.

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

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

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

16. 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)

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

18. 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)

19. River or the Ocean (Water)
Station 3
Rock Weathering:
CaCO3 + H2O + CO2  Ca2+ + HCO31-
Limestone (Rock)
River or the Ocean (Water)

20. STATION #4
Basically, you would find that the NaHCO3 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.

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

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

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

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

25. Station 5 Making Limestone: Ocean Water Seafloor
Ca2+ + 2Cl1- + 2HCO Na1+  2Na1+ + 2Cl1- +CaCO3 + H2O + CO2
Ocean Water
Seafloor

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

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

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

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

30. Station 7 Microbial Respiration: C6H12O6 2C2H5OH + 2CO2 + energy
C6H12O6 3CH4 + 3CO2 + energy
Soil
Atmosphere
Animals
Atmosphere

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

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

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

34. 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

35. 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.

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

37. 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)

38. 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

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

40. 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

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

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

44. Warm-up c. __ C2H6O + __ O2 → __ CO2 + __ H2O
How many on each side to start?
Go through and balance 1, then check the others and balance those.

45. 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)

46. 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

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

48. Go through your lab packet and circle/highlight any molecule that contains carbon (C)

49. Make this table (BIG SPACES) in your notebook
Carbon Containing Molecule(s) in . . .
RESERVOIR
Carbon Containing Molecule(s) out
PROCESS
CO2
Ocean
HCO3 -1
Carbonic acid
Acidification
CO2 + H2O  H+ + HCO3 -1

50. Help with the table
Look at a reservoir (ocean, stream, plant, animal, fossil fuel, etc.)
Then go through your packet and figure out what molecule carbon is a part of going in and out (CO2, Glucose, CH4, CaCO3, etc)
Write the process by which the change happens (photosynthesis, burning, absorption)
*IF you can’t figure out the molecule, do the reservoir and process and we can work on the molecules later

51. List of possible chemicals
CO2=carbon dioxide CH4=methane (flamable gas) C6H12O6=glucose CaCO3=Calcium Carbonate (limestone) H2CO3=Carbonate (in water HCO3=carbonic acid)

52. We are going outside!  You need to be working on your table
Use your packet, drawing, and common sense to figure out what the carbon is in and out of the reservoir.
If you don’t know one (such as what comes out after a fossil fuel is burned) leave the out blank but you should be able to do a lot of these.

53. Outside Expectations
What are some “Do’s” and “Don’ts” for going outside?
What do you think is an appropriate consequence if people are not following these?

54. Where do the water cycle and carbon cycle meet
Where do the water cycle and carbon cycle meet? (use station # as evidence).
How is carbon put into the atmosphere? (use station # as evidence).
How is carbon taken out of the atmosphere? (use station # as evidence).

55. Where do trees get most of their mass?
Discuss your predictions with your table group.
Share out

57. Soooo...
Where do trees get most of their mass?
THE AIR!! (CO2)

58. When you lose weight, where does it go?
Conservation of mass means the weight you lose goes somewhere, but where?

59. Use your table to answer
How is carbon put into the atmosphere?
How is carbon taken out of the atmosphere?