Project Vulcan, Arizona State University School of Life Sciences
Learn more about Teaching Climate Literacy and Energy Awareness»
See how this Animation supports the Next Generation Science Standards»
High School: 6 Disciplinary Core Ideas, 4 Cross Cutting Concepts, 5 Science and Engineering Practices
About Teaching Climate Literacy
Other materials addressing 2d
Other materials addressing 6c
7.3 Environmental quality.
4.1 Humans transfer and transform energy.
6.3 Demand for energy is increasing.
2.6 Greenhouse gases affect energy flow.
Notes From Our Reviewers
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Teaching Tips | Science | Pedagogy |
- The images would work well with any climate or carbon cycle unit or lesson.
- The first five images are the most useful and are good resources for initiating discussions about variable sources of CO2 emissions. Educator may find the other images confusing and needlessly political.
- These maps would be useful in discussing questions such as "Should you buy an electric car?"
About the Science
- The project aims to aid in quantification of the North American carbon budget. These datasets and maps show CO2 emitted by location, in very fine detail.
- The detail and scope of the Vulcan CO2 inventory has made it a valuable tool for policymakers, demographers, social scientists, and the public.
- Comment from expert scientist: The review is for Images related to different sources of carbon dioxide in the US based on the 2002 inventories. The information provided by the images are useful for those interested to get a snapshot of the source strengths in different areas in the US although one has to be careful with different units used in the different maps.
About the Pedagogy
- The YouTube video at this site explains the Vulcan Project and the images in this resource.
- This resource engages students in using scientific data.
See other data-rich activities
Next Generation Science Standards See how this Animation supports:
Disciplinary Core Ideas: 6
HS-ESS2.D1:The foundation for Earth’s global climate systems is the electromagnetic radiation from the sun, as well as its reflection, absorption, storage, and redistribution among the atmosphere, ocean, and land systems, and this energy’s re-radiation into space.
HS-ESS2.D3:Changes in the atmosphere due to human activity have increased carbon dioxide concentrations and thus affect climate.
HS-ESS2.D:Weather and Climate
HS-LS2.B3:Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes.
HS-PS3.D2:The main way that solar energy is captured and stored on Earth is through the complex chemical process known as photosynthesis.
HS-PS3.D:Energy in Chemical Processes
Cross Cutting Concepts: 4
HS-C1.1:Different patterns may be observed at each of the scales at which a system is studied and can provide evidence for causality in explanations of phenomena
HS-C1.3:Patterns of performance of designed systems can be analyzed and interpreted to reengineer and improve the system.
HS-C1.5:Empirical evidence is needed to identify patterns.
HS-C2.1:Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects.
Science and Engineering Practices: 5
HS-P1.3:ask questions to determine relationships, including quantitative relationships, between independent and dependent variables
HS-P2.3:Develop, revise, and/or use a model based on evidence to illustrate and/or predict the relationships between systems or between components of a system
HS-P4.1:Analyze data using tools, technologies, and/or models (e.g., computational, mathematical) in order to make valid and reliable scientific claims or determine an optimal design solution.
HS-P4.3:Consider limitations of data analysis (e.g., measurement error, sample selection) when analyzing and interpreting data
HS-P4.5:Evaluate the impact of new data on a working explanation and/or model of a proposed process or system.