# CTE Resource Center - Verso - Sustainability and Renewable Technologies Task 1258989821

# Calculate an individualâ€™s carbon footprint, ecological footprint, and water footprint.

## Definition

Calculation should include recording an individual’s daily activity in a journal and using mathematics to determine the amount of carbon emitted by an individual’s activity over a given timeframe (e.g., day, week, lifetime).

## Process/Skill Questions

• What do you throw away over a one week period?
• How much does the amount of beef you eat contribute to your carbon footprint?
• What are the countries of origin for your food during one meal at home?
• What is the carbon footprint of a box of macaroni and cheese (or ramen noodles, pizza, Big Mac)? How did the food get to you?

Resources

## Mathematics

### A.1

The student will
1. represent verbal quantitative situations algebraically; and
2. evaluate algebraic expressions for given replacement values of the variables.

### A.3

The student will simplify
1. square roots of whole numbers and monomial algebraic expressions;
2. cube roots of integers; and
3. numerical expressions containing square or cube roots.

## Science

### BIO.1

The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations in which
1. observations of living organisms are recorded in the lab and in the field;
2. hypotheses are formulated based on direct observations and information from scientific literature;
3. variables are defined and investigations are designed to test hypotheses;
4. graphing and arithmetic calculations are used as tools in data analysis;
5. conclusions are formed based on recorded quantitative and qualitative data;
6. sources of error inherent in experimental design are identified and discussed;
7. validity of data is determined;
8. chemicals and equipment are used in a safe manner;
9. appropriate technology including computers, graphing calculators, and probeware is used for gathering and analyzing data, communicating results, modeling concepts, and simulating experimental conditions;
10. research utilizes scientific literature;
11. differentiation is made among a scientific hypothesis, theory, and law;
12. alternative scientific explanations and models are recognized and analyzed; and
13. current applications of biological concepts are used.

### BIO.8

The student will investigate and understand dynamic equilibria within populations, communities, and ecosystems. Key concepts include
1. interactions within and among populations, including carrying capacities, limiting factors, and growth curves;
2. nutrient cycling with energy flow through ecosystems;
3. succession patterns in ecosystems;
4. the effects of natural events and human activities on ecosystems; and
5. analysis of the flora, fauna, and microorganisms of Virginia ecosystems.

### ES.1

The student will plan and conduct investigations in which
1. volume, area, mass, elapsed time, direction, temperature, pressure, distance, density, and changes in elevation/depth are calculated utilizing the most appropriate tools;
2. technologies including computers, probeware, and geospatial technologies are used to collect, analyze, and report data and to demonstrate concepts and simulate experimental conditions;
3. scales, diagrams, charts, graphs, tables, imagery, models, and profiles are constructed and interpreted;
4. maps and globes are read and interpreted, including location by latitude and longitude;
5. variables are manipulated with repeated trials; and
6. current applications are used to reinforce Earth science concepts.

### ES.7

The student will investigate and understand geologic processes, including plate tectonics. Key concepts include
1. geologic processes and their resulting features; and
2. tectonic processes.

### ES.11

The student will investigate and understand the origin and evolution of the atmosphere and the interrelationship of geologic processes, biologic processes, and human activities on its composition and dynamics. Key concepts include
1. scientific evidence for atmospheric composition changes over geologic time;
2. current theories related to the effects of early life on the chemical makeup of the atmosphere;
3. atmospheric regulation mechanisms, including the effects of density differences and energy transfer; and
4. potential changes to the atmosphere and climate due to human, biologic, and geologic activity.