My Carbon Yetti Print!!!

History of Life!!!
1. What hook does the author use to capture your attention?

In this story the authors use a combination of mystery and science fiction writing and storytelling techniques to pull their readers in and present there scientific perspective. It was rather good and interesting.

2. How could you adapt this hook in your own case study?

My team could very much learn from this type of fictional writing style in the making of and writing of our case study. We already have plays to tell our story in a narrative style story format.

3. Work within you group to decide who completes each activity. (SEE BELOW)

4. How is the case study a model for the one you are writing? What do you want to emulate? What do you want to change?

This case study is great model of the ability to present very complicated scientific perspective in a very laymen and understandable terms for those not schooled in the subject or field of science. I think that we as a group should try to emulate the openness and easy at which to bring about our information and findings within our own stories, while at the same time not making our stories to long. I think I would only change the clarity of the punch line or the ending of the plot, it seemed to hold a bit of confusion.


Activity 4. Your carbon toe print
Claim
Scientists have accumulated enough evidence to conclude that current global climate changes are at least partially anthropogenic.
Learning objectives
 Explain how scientists use data from the carbon isotopes in old trees to record the increase in CO¬¬2 that began with the Industrial Revolution.
 Find your carbon “toeprint”—the amount of CO2 you emit on your commute to school.
The Industrial Revolution
When houses and factories began using electricity in the mid-19th century, utilities and appliances we often take for granted today quickly replaced kerosene lamps, icehouses, wood stoves, and hard labor. Just a few years later, the gasoline combustion engine reshaped society as cars and trucks changed our landscape. For many, life certainly became easier. But as the decades passed, more coal and oil production was needed to meet the demand for electricity production and our growing fleets of cars, resulting in the rise of CO2 and other greenhouse gas emissions.
Activity
To get to school, I can take the bus, ride my bike, drive with friends or be dropped off. Best yet, I can drive by myself in my own car. If I can afford my own car and gas, why shouldn’t I enjoy the convenience and privacy on my journey to school every day?
Facts
Passenger cars in the US contribute approximately 645 million tons of CO2 emissions into the atmosphere each year (EPA 2005). Approximately 2.2 billion tons are added from
electricity use (EPA 2000).
For every gallon of gasoline burned, 19.4 lbs. of CO2 is emitted to the atmosphere
(EPA 2005).
The average miles per gallon for passenger cars in the US is about 22 (US Bureau of Transportation Statistics 2008).
Find your carbon “toeprint”
So many resources that we use today—switching on our computers, driving our cars, recharging our cell phones—draw on power that potentially emits more CO2. Our carbon footprint is an estimate of how much CO2 we use. Let’s look at what might be your carbon toeprint: how much CO2 high school students in your state would emit during their commute to school if they were all to drive themselves.
Record the number of miles 10 students travel to and from school.
Table 4.1 Distance students travel
Student Miles to and from school
1 1
2 3
3 2
4 6
5 1
6 3
7 15
8 4
9 7
10 2

 Calculate the average distance traveled.
Average Distance Traveled= 4.4 miles
 Multiply this average by the number of high school students in your school district.
4 schools x 1440 students per school = 5760 Approximate students
5760 x 4.4 miles = 25,344
 Divide that number by 22 miles per gallon to calculate the average amount of fuel used during this commute.
25,344 / 22 = 1152
 Now multiply that by 19.4 lbs of CO2 per gallon emitted into the atmosphere.
1152 x 19.4 = 22348.8 lbs
 Multiply by 5 to calculate the pounds of CO2 emitted each week.
22348.8lbs x 5 = 111,744 lbs
 How many tons is that? (Hint: there are 2000 lbs in a ton)
55.872 tons of CO2 a week !

Now let’s suppose everyone takes the bus. More CO2 is being emitted than if everyone were walking or riding a bike, so how much CO2 would actually be saved each week? Let’s assume 25 people ride a single bus, and that the bus travels 7 miles per gallon of fuel (American School Bus Council 2008, Laughlin 2004). Calculate the farthest distance traveled.
 How many bus trips are necessary?
5760 students / 25 (max. on a bus) = 230.4 trips
 How many miles do the buses travel?
15 farthest radius trip from school x 2 round trip = 30 x 230.4 (# of bus trips to get all students) = 6912 miles
 Divide that number by 7 mpg to calculate the amount of fuel used by buses.
6912 miles / 7mpg = 987.43 gallons
 Now multiply that by 19.4 lbs of CO2 per gallon emitted into the atmosphere.
987.43 gallons x 19.4 = 19,156.14 lbs/g
 Multiply by 5 to calculate the pounds of CO2 emitted each week.
19,156.14 x 5 = 95,780.71
 How many tons is that? (Hint: there are 2000 lbs in a ton)
47.90 tons a week
 How many tons of fuel is saved?
55.87 (car) – 47.90 (bus) = 7.97 tons a week are saved. Still bad, need more bikers and walkers 

The National Renewable Energy Laboratory, a federal laboratory under the auspices of the Department of Energy, reports that a number of school districts are paving the way for reducing the carbon emissions of school buses even more. Strategies include using alternative fuels like natural gas and biodiesel.