Required Resources Required Text 1. Environmental Science: Earth as a Living Planet a. Chapter 3: Dollars and the Environmental Sense: Economics of Environmental Issues b. Chapter 21: Air Pollution   Multimedia 1. Annenberg Learner. (n.d.). Carbon lab [Interactive lab]. In The Habitable Planet. Retrieved from http://learner.org/courses/envsci/interactives/carbon/ 2. dennettracerocks3d. (2013, June 12). Carbon tax and cap and trade [Video clip]. Retrieved from http://www.youtube.com/watch?v=RmRNCEur1ks · Transcript Recommended Resource Article 1. U.S. Environmental Protection Agency. (2012). Cap and trade. Retrieved from http://www.epa.gov/captrade/ CrITICAl THINkING IssUe Should Carbon dioxide Be Regulated Along with other Major Air Pollutants? The six common pollutants, sometimes called the criteria pol- lutants, are ozone, particulate matter, lead, nitrogen dioxide, carbon monoxide, and sulfur dioxide. These pollutants have a long history with the EPA, and major efforts have been made to reduce them in the lower atmosphere over the United States. This effort has been largely successful—all of them have been significantly reduced since 1990. In 2009, the EPA suggested that we add carbon dioxide to this list. Two years earlier, the U.S. Supreme Court had or- dered the EPA to make a scientific review of carbon dioxide as an air pollutant that could possibly endanger public health and welfare. Following that review, the EPA announced that greenhouse gases pose a threat to public health and welfare. This proclamation makes it possible that greenhouse gases, especially carbon dioxide, will be regulated by the Clean Air Act, which regulates most other serious air pollutants. The EPA’s conclusion that greenhouse gases harm or en- danger public health and welfare is based primarily on the role these gases play in climate change. The analysis states that the impacts include, but are not limited to, increased drought that will impact agricultural productivity; more intense rainfall, leading to a greater flood hazard; and increased frequency of heat waves that affect human health. The EPA’s proposal pro- gram to regulate carbon dioxide as an air pollutant has been upheld by court decisions The next step in adding carbon dioxide and other green- house gasses, such as methane, to the list of pollutants regulated by the EPA was a series of public hearings and feedback from a variety of people and agencies. Some people oppose listing carbon dioxide as an air pollutant because, first of all, it is a nutrient and stimulates plant growth; and, second, it does not directly affect human health in most cases (the exception being carbon dioxide emitted by volcanic eruption and other volcanic activity, which can be extremely toxic). The EPA in late September of 2013 announced the initial steps to reduce carbon pollution under President Obama’s Cli- mate Action Plan. The objective will be standards for new coal burning power plants. Conversations are st ...

1. Required Resources
Required Text
1. Environmental Science: Earth as a Living Planet
a. Chapter 3: Dollars and the Environmental Sense: Economics
of Environmental Issues
b. Chapter 21: Air Pollution
Multimedia
1. Annenberg Learner. (n.d.). Carbon lab [Interactive lab]. In
The Habitable Planet. Retrieved from
http://learner.org/courses/envsci/interactives/carbon/
2. dennettracerocks3d. (2013, June 12). Carbon tax and cap and
trade [Video clip]. Retrieved from
http://www.youtube.com/watch?v=RmRNCEur1ks
· Transcript
Recommended Resource
Article
1. U.S. Environmental Protection Agency. (2012). Cap and
trade. Retrieved from http://www.epa.gov/captrade/
CrITICAl THINkING IssUe
Should Carbon dioxide Be Regulated Along with other Major
Air Pollutants?
The six common pollutants, sometimes called the criteria pol-
lutants, are ozone, particulate matter, lead, nitrogen dioxide,
carbon monoxide, and sulfur dioxide. These pollutants have a

2. long history with the EPA, and major efforts have been made to
reduce them in the lower atmosphere over the United States.
This effort has been largely successful—all of them have been
significantly reduced since 1990.
In 2009, the EPA suggested that we add carbon dioxide to this
list. Two years earlier, the U.S. Supreme Court had or- dered
the EPA to make a scientific review of carbon dioxide as an air
pollutant that could possibly endanger public health and
welfare. Following that review, the EPA announced that
greenhouse gases pose a threat to public health and welfare.
This proclamation makes it possible that greenhouse gases,
especially carbon dioxide, will be regulated by the Clean Air
Act, which regulates most other serious air pollutants.
The EPA’s conclusion that greenhouse gases harm or en- danger
public health and welfare is based primarily on the role these
gases play in climate change. The analysis states that the
impacts include, but are not limited to, increased drought that
will impact agricultural productivity; more intense rainfall,
leading to a greater flood hazard; and increased frequency of
heat waves that affect human health. The EPA’s proposal pro-
gram to regulate carbon dioxide as an air pollutant has been
upheld by court decisions
The next step in adding carbon dioxide and other green- house
gasses, such as methane, to the list of pollutants regulated by
the EPA was a series of public hearings and feedback from a
variety of people and agencies. Some people oppose listing
carbon dioxide as an air pollutant because, first of all, it is a
nutrient and stimulates plant growth; and, second, it does not
directly affect human health in most cases (the exception being
carbon dioxide emitted by volcanic eruption and other volcanic
activity, which can be extremely toxic).
The EPA in late September of 2013 announced the initial steps
to reduce carbon pollution under President Obama’s Cli- mate
Action Plan. The objective will be standards for new coal
burning power plants. Conversations are starting to develop
standards for existing power plants.

3. Critical Thinking Questions
After going over the information concerning global climate
change and the role of carbon dioxide in causing change, con-
sider the following questions: 1. Do you think carbon dioxide,
along with other greenhouse
gases, should be controlled under the Clean Air Act? Why? Why
not?
2. Assuming carbon dioxide and other greenhouse gases are to
be controlled under the Clean Air Act, what sorts of pro- grams
might be used for such control? For example, the con- trol of
sulfur dioxide was primarily through a cap-and-trade program
where the total amount of emissions were set, and companies
bought and sold shares of allowed pollution up to the cap.
3. If the United States can curtail emissions of carbon diox- ide
under the Clean Air Act, how effective will this be in, say,
reducing the global concentration of carbon dioxide to about
350 parts per million given what other countries are likely to do
in the future with respect to emissions and given that the
concentration today is about 390 parts per million?
(Botkin 546)
Botkin, Daniel B. Environmental Science: Earth as a Living
Planet, 9th Edition. Wiley, 2013-12-23. VitalBook file.
The citation provided is a guideline. Please check each citation
for accuracy before use.
Total Possible Score: 9.00
Completes Tables 1 Through 4 Using Data Generated from the
Simulator
Total: 4.00
Distinguished - Tables 1 through 4 were fully completed using
data generated from the simulator.
Describes What Would Happen to the Atmospheric Carbon
Levels if Only Half of the Terrestrial Plants in the World

4. Existed in 2100 Due to Deforestation and Why
Total: 0.50
Distinguished - Thoroughly describes what would happen to
atmospheric carbon levels if only half the terrestrial plants in
the world existed in 2100 due to deforestation. Provides
rationale for description provided.
Describes Which Pool(s) Show a Decline in Carbon Between
2000 and 2100 and Why.
Total: 0.50
Distinguished - Accurately describes which pool(s) show a
decline in carbon between 2000 and 2100 and provides rationale
for the description.
Describes the Relationship Between an Increase in Fossil Fuel
Consumption and Increased Carbon in Terrestrial Plants, and
How This Might Change Flora Populations
Total: 0.50
Distinguished - Thoroughly describes the relationship between
fossil fuel consumption and increased carbon in terrestrial
plants and discusses how this might change flora populations.
Describes the Relationship Between an Increase in Atmospheric
Carbon Concentration and Increased Carbon in the Ocean
Surface and How this Might Change Marine Life Populations
Total: 0.50
Distinguished - Thoroughly describes the relationship between
an increase in atmospheric carbon concentration and increased
carbon in the ocean surface; also discusses how this might
change marine life populations.
Describes Which Parts of the Cycle Have Improved their Carbon
Levels in Comparison to Previous Data and How these
Improvements Might Alter the Environment
Total: 0.50
Distinguished - Thoroughly describes which parts of the cycle
have improved their carbon levels in comparison to previous
data and also discusses how these improvements might alter the
environment.
Describes How the Terrestrial Flora Population Changed by the

5. year 2100 and What Effect this Might Have on the Environment
Total: 0.50
Distinguished - Thorougly describes how the terrestrial flora
population changed by the year 2100 and discusses how these
changes might effect the environment.
Describes the Carbon Level in the Soil at year 2100 and How
this Might Effect Flora Populations and Species Variety
Total: 0.50
Distinguished - Thorougly describes the carbon level in the soil
at year 2100 and discusses how this might effect flora
populations and species variety.
Describes the Impact of Melting 1/3 of the Tundra on
Atmospheric Carbon Concentrations at Year 2100 in
Comparison to Table 1 and Describes If this is a Positive or
Negative Feedback for Global Climate Change
Total: 0.50
Distinguished - Thorougly describes the impact of melting 1/3
of the tundra had on atmospheric carbon concentrations at year
2100 in comparison to Table 1 and discusses whether this is a
positive or negative feedback for global climate change.
Written Communication: Control of Syntax and Mechanics
Total: 0.75
Distinguished - Displays meticulous comprehension and
organization of syntax and mechanics, such as spelling and
grammar. Written work contains no errors, and is very easy to
understand.
APA Formatting
Total: 0.25
Distinguished - Accurately uses APA formatting consistently
throughout the paper, title page, and reference page.
ENV325 Lab Reporting Form
Resource needed:
Annenberg Learner. (n.d.). Carbon lab [Interactive lab]. In The
Habitable Planet. Retrieved from

6. http://learner.org/courses/envsci/interactives/carbon/
Assignment: Carbon Dioxide Lab
Table 1
Step 1
Gaseous Carbon
Ocean Water
Fossil Fuels
Biosphere Gaseous Carbon
To Year
Atmosphere
Ocean Surface
Deep Ocean
Oil and Gas
Coal
Soil
Terrestrial Plants
2010
720 (391 ppm)
1000
38000
500
3500
2000
700
2050

7. 2100
*The first row has been completed for you to ensure
that you are on the right track.
1. If only one half of the terrestrial plants in the world existed
in 2100 due to deforestation, what do you predict will happen to
the atmospheric carbon levels? Why would you predict this?
Answer =
2. In your simulation, carbon levels between 2010 and 2100 are
increasing in most of the pools. Which pool(s) show a decline
in carbon over this period and why?
Answer =
3. What is the relationship between an increase in fossil fuel
consumption and increased carbon in terrestrial plants? How
might this change flora populations?
Answer =
4. What is the relationship between an increase in atmospheric
carbon concentration and increased carbon in the ocean surface?
How might this change marine life populations?
Answer = Table 2
Step 2
Gaseous Carbon
Ocean Water
Biosphere Gaseous Carbon
To Year

8. Atmosphere
Ocean Surface
Deep Ocean
Soil
Terrestrial Plants
2010
2050
2100
5. Without any fossil fuel consumption, which parts of the cycle
have improved their carbon levels in comparison to previous
data and how might these improvements alter the environment?
Answer = Table 3
Step 3
Biosphere Gaseous Carbon
To Year
Net Deforestation Rate
Soil
Terrestrial Plants
2010

9. 1.6 GT
2060
1.6 GT
2080
1.6 GT
2100
1.6 GT
6. By 2100, how has the terrestrial flora population changed?
What affect might this change have on the environment?
Answer =
7. What is the carbon level in the soil at 2100 and how does the
carbon level affect the flora populations and species variety?
Answer = Table 4
Step 4
Tundra
Gaseous Carbon
Ocean Water
Fossil Fuels
Biosphere Gaseous Carbon
To Year
Melt
Rate
Atmosphere
Ocean Surface

10. Deep Ocean
Oil and Gas
Coal
Soil
Terrestrial Plants
2010
1/6
2050
1/6
2100
1/6
8. How has the melting of 1/6 of the tundra had an impact on
the atmospheric carbon concentration at 2100 in comparison to
that found in Table 1? Based on these values, is a melting
tundra a positive or negative feedback for global climate

11. change?
Answer =
REFERENCES
List any sources that you utilized to answer the questions in
proper APA format.
Annenberg Learner. (n.d.). Carbon lab [Interactive lab]. In The
Habitable Planet. Retrieved from
http://learner.org/courses/envsci/interactives/carbon/
PAGE
3
ENV325 Lab Instructions
1. Carefully review the Grading Rubric for the criteria that will
be used to evaluate your assignment before you
begin.
2. Go to
http://learner.org/courses/envsci/interactives/carbon/carbon.htm
l to open the carbon dioxide lab simulator.
3. Step 1 – Run the simulation twice to the years 2050 and
2100. The simulation is currently set at a 2% fossil fuel
increase per year. Run the simulation by clicking the green
“Run Decade” Tab 4 times until you get to the year

12. 2050, the data you need will be in diagram on the right, which
shows the levels of carbon in each carbon “sink”
(terrestrial plants, soil, oil and gas, coal, surface ocean, and
deep ocean). Record the carbon levels in each “sink”
at 2010, 2050, and 2100 in Table 1 on your Carbon Dioxide Lab
Reporting Form and answer the subsequent
questions below the table the while thinking about how the
model mimics real-life conditions. (*NOTE = total
carbon levels can be seen in the picture, those with a +number
show the change since the original decade.
To get the total carbon level for these add the two numbers
together, for instance soil is listed as 1800 +200
at year 2010, thus its total carbon soil is 2000 in the year 2010).
*Close the simulator between exercises to fully reset the
parameters. This will help ensure accurate results.
4. Step 2 – In a best-case (but very unrealistic) scenario,
imagine that scientists suddenly discovered an unlimited,
clean, and cheap fuel source that emitted no CO2 into the
atmosphere, thus bringing fossil fuel use down to zero.
Reset the simulator and press the "NONE" button next to fossil
fuel use to bring CO2 emissions to zero in the
simulator. Then run the simulation up to the year 2100 to see

13. what happens. Record your data for years 2010,
2050, and 2100 in Table 2 on your Carbon Dioxide Reporting
Form and answer the questions below the table.
5. Step 3 – So far we have considered only the impact of
burning fossil fuels. But there are other human activities
that influence the carbon cycle. One major factor is
deforestation and land use. Currently, land use (for example,
rice paddies) and deforestation outstrip reforestation by roughly
1 GT per year. If deforestation were to increase,
perhaps due to increased burning of rainforests, carbon would
be transferred first from terrestrial plants to the
atmosphere and then through the rest of the carbon cycle. Reset
the simulator (make sure to change fossil fuel use
back to 2.0% per year) and change the net deforestation rate to
1.6 GT per year and run the simulation to 2100.
Record the data for years 2010, 2060, 2080, and 2100 in Table 3
on your Carbon Dioxide Reporting Form and
answer the questions below the table. (NOTE* to change the
deforestation and the fossil fuel use per year you
must use the green slider, typing the number into the box will
cause the simulation to run improperly)

14. 6. Step 4 - There are several important natural systems that may
be affected by greenhouse warming as atmospheric
CO2 rises. Some of these systems may release even more CO2
into the atmosphere, speed up the warming, and
http://learner.org/courses/envsci/interactives/carbon/carbon.htm
l
cause a positive feedback loop. A negative feedback loop would
have the opposite effect and slow or reverse
climate change. Whether we experience positive of negative
feedback effects is difficult to predict in such a
complex system, but a model for one feedback effect is included
in the simulator: melting tundra. If the arctic
tundra were to melt as temperatures rise, its stored carbon
would enter the system. Click on the lesson button at
the top of the simulator and then click feedback effects. To
assume that 1/6 of the tundra will melt with increased
warming, click on the drop down box next to “melting tundra
releases carbon” and choose 1/6. Now run the
simulation to 2100. Record the data for years 2010, 2050, and
2100 in Table 4 on your Carbon Dioxide Reporting
Form and answer the questions below the table.
7. When completed, save the Carbon Dioxide Lab Reporting
Form as a Word document. No title page or headers are

15. necessary; however, any resources used to complete the
questions should be listed in the reference section in APA
format. For information regarding APA samples and tutorials,
visit the Ashford Writing Center, located within the
Learning Resources tab on the left navigation toolbar.

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