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The PartsandThe WholeA Holistic Approach to Environmentaland Sustainability EducationWorksheets
The Parts and The WholeA Holistic Approach to Environmentaland Sustainability Education
ContentHolistic ExamplesChemistryThe MissionAcid Circumstances4Worksheet 1A Good Life5Worksheet 1Ecological Footprint6Worksheet 17Worksheet 28Worksheet 39Worksheet 4The Fish Game23 Worksheet 124 Worksheet 2The Carbon Cycle25 Worksheet 126 Worksheet 227 Worksheet 3BiologyThe Parts and The Whole28 Worksheet 110 Worksheet 129 Worksheet 211 Worksheet 230 Worksheet 331 Worksheet 4PhysicsCool News for a Hot Planet12 Worksheet 113 Worksheet 214 Worksheet 315 Worksheet 4The Electric Grid16 Worksheet 117 Worksheet 218 Worksheet 319 Worksheet 4Nature Works Forwards20 Worksheet 121 Worksheet 222 Worksheet 3What are we Doing With Our Water?32 Worksheet 133 Worksheet 234 Worksheet 334The Mystery of the Enclosed Garden35 Worksheet 136 Worksheet 237 Worksheet 3
GeographyBusiness StudiesThe Bee-Keeper s StoryChocolate, Slavery and Fair Trade38 Worksheet 160 Worksheet 139 Worksheet 261 Worksheet 240 Worksheet 362 Worksheet 3The Happy Planet41 Worksheet 142 Worksheet 243 Worksheet 344 Worksheet 4The Story of the Invisible Water45 Worksheet 146 Worksheet 247 Worksheet 348 Worksheet 4Social StudiesMyths and Legends49 Worksheet 150 Worksheet 251 Worksheet 3Sustainable Consumption52 Worksheet 153 Worksheet 254 Worksheet 355 Worksheet 4Fairness and Strong Sustainability56 Worksheet 157 Worksheet 258 Worksheet 359 Worksheet 4Cell Phones, Gorillas and Armed Conflicts63 Worksheet 164 Worksheet 265 Worksheet 3Economic Responsibility66 Worksheet 167 Worksheet 2
The Holistic ApproachWe have chosen a holistic approach to environment and sustainability education.This basically means one learning area cannot exclude the other educationaldisciplines as all are inextricably integrated. While the examples selected cannot includeall the learning areas, as a starting point sufficient links between and among other educational disciplines can be identified. In addition to a holistic approach to learning,this resource recognizes that schools and colleges will continue to teach in subject areas.The worksheets are therefore divided into the following interdisciplinary connections:Holistic examples cutting across subject disciplines; natural science examples (Physics,Chemistry and Biology); and social sciences (Geography, Social Studies and BusinessStudies).Holistic ExamplesA holistic approach to environment and sustainability education demonstrates existingopportunities to promote a more synergistic understanding of the environmental, social,cultural and economic factors of local and global contexts. It sheds light on how eachof these factors leads to a more sustainable and healthy lifestyle of individuals and theircommunities and challenges learners to think critically on issues such as equity andsocial justice.Natural SciencesThree learning areas have been used to demonstrate how complex systems have properties that describe their individuality as wholes and that these properties are adapted tothe systems of which they are constituent parts. The Physics examples show the connections in global warming, electric grids and how nature works forward. Chemistry showsthe connections between human activities and acidification. The Biology examples showhow organisms are part of local ecosystems and eventually the biosphere.Social SciencesThree learning areas have been used to enhance the interesting and unique aspectsof strong sustainability, starting with the natural environments including local cultureand already existing community and economic conditions. The Geography exampleshows the complex issues of the tragedy of the commons. Social Studies recognises local traditions and resources which reinforce the cultural heritage of a location, enablingcritical reflections on fairness and sustainable consumption. Business examples link thegrowing consumption crisis with economic and social responsibility.3
The MissionHolisticExamplesThe Missionworksheet1Worksheet 1You have been appointed by the Planetarian Council to plan and take part in thegreatest adventure in the history of mankind. You shall equip a giant spaceship tomake a journey into space and the future. These are the conditions:– The journey will last for 6000 years.– You will have access to a shining sun throughout the journey.– No more than 100 persons are allowed onboard the ship at the same time.What will you bring?4
HolisticExamplesA Good LifeA Good Lifeworksheet11. Condition for a good life2. Condition for a good lifePersonal assessmentDiscussions in pairs”What are the most important conditions thathave to be fullfilled in order to have a good life?”Form pairs according to the instructions from the teacher.Write down these conditions without discussingwith other learners.– Present your writings to each other;– Discuss and make new agreements on the task.After our discussions we have agreed upon the following:3. Condition for a good life4. Conditions for a sustainable lifeDiscussions in groups of fourDiscussions in groups of fourForm groups of four according to the instructions fromthe teacher. Repeat the procedure from section 2.Revised version after the plenary session. What inour section 3 has to be revised, removed, added orretained?After our discussions we have agreed upon the following:5. The bigger picture: Sustainable life and ecosystem servicesDiscussions and work in groups of four– Give examples of different types of ecosystem services that are necessary for having “a good and sustainable life”.– Summarize your ideas and conclusions and present them in a written document, poster or small exhibit.5
Ecological FootprintEcological footprint is now widely used around theglobe as an indicator of environmental worksheet11. What is an ecological footprint?Write down a short definition ofthe concept.2. The ecological footprint is often divided into sectors according to the mainservices these areas provide. Look at the illustrations below and give a shortdescription of services we can get from these areas.a. Bioproductive Landb. Bioproductive Seac. Energy Landd. Built Lande. Biodiversity6
HolisticExamplesEcologicalFootprintGlobal Hectares and EcologicalFootprints of Nationsworksheet21. The concept of a global hectare (gha) is a useful tool when we compare the sizeof the ecological footprint between persons or countries. What is a global hectare?If the global hectares were shared in a fair way between all citizens of the world wewould all have access to, in round figures, two global hectares per person ( 20.000 m2or the size of about four football fields). In fig. 1 you will find figures on the averageeco-footprint for different nations. In fig. 2 you can see the trend on how they havedeveloped since 1961. Study the tables.Fig 1.Population(millions)CountryDenmarkUnited StatesSwedenNorwayGermanyUnited KingdomBotswanaSouth AfricaAvailable Global iqueDem. Rep. of the CongoMalawi53089582612496.7 billion11321812226314Eco-footprint 0.80.7Fig 2. Ecological Footprint per person 1960–2010GlobalHectares76High income countries54321,8 gha1Middle and low income countries0196019701980Eco-footprint, adapted from Wikipedia (24/04/2012)199020002010Ecological Footprint Atlas 20101. Why do countries have different eco-footprints? Give three good reasons.2. What has happened with the eco-footprint over time? Describe the trend andcome up with three good explanations why.8
growdiminishgrowdiminishNDHow can the eco-footprint demand:MAHow can the biocapacity:Depletion of common resourcesDEConsumpECO-FOOTPRINT DEMANDPopulation x consumption/personx resource and waste intensity2.7 gha / person 2010ntioBIOCAPACITYArea x bioproductivity1.8 gha / person 2010SPUPLYGLOBAL heet37
HolisticExamplesEcologicalFootprintEco-footprint and FairnessworksheetBackground4The size of the personal eco-footprint differs greatly, both within countries andbetween countries. If fairly distributed every person should have access to approximately two global hectares (gha) each, but in reality we are far from that goal.What could be done in order to reduce these inequalities?O,7 gha1,5 gha10,0 ghaTaskYou and your class have been selected to represent your country at an International Youth Conference about Lifestyles, eco-footprints and fairness. As preparationfor this conference you will work in groups of 3–4 people with the goal of comingup with smart, strong and wise arguments that should influence the choices andlifestyles of young people in other countries.Option 1You live in a developing country. You have learnt that the ecological footprint ofwealthy nations is increasing and is far beyond what is sustainable. Write a letterto learners in a developed country informing them of the consequences of theirway of life. Suggest to them sustainable ways of living that could help reduce theirecological footprint.Option 2You are in a developed country. You have learnt that the ecological footprint ofwealthy nations is increasing. Write a letter to learners in a developing countryinforming them of the consequences of your way of life. Inform them of the choicesthat you can make and those you have made to reduce your eco-footprint at individual, societal and national levels.Which sustainability practices would you encourage people in developingcountries to maintain in order to keep their eco-footprints small?9
HolisticExamplesThe Fish GameThe Fish GameworksheetWhat is needed A big sheet of white paper where you have drawn the outline of a lake,this will be your play ground.A big matchbox with matches representing fish in the lake (at least200 matches).Preparations1. Divide into groups with 1 boss and 5 players (A–E).2. The boss puts 50 matches 50 tons of fish into the lake and names theplayers A–E.3. The participants read the instructions for the first game, and withouttalking to each other they decide on a personal strategy.Game rules first game1. One game session consists of 8 rounds.2. The player (A) who initiates the first round will be the last one in thenext round, and so on for 8 rounds. Thus each player has at least oneturn to be ”first” in a round.3. You fish by taking matches out of the lake, one player after the other, fromA–E. You decide yourself on how big your catch will be during eachround, but you have to consider the following conditions:– Maximum catch during one round is 6 matches 6 tons of fish.– The operating costs for boat and equipment are equal to 1 match in eachround, regardless of how big your catch is. This applies even if youhaven t had any catch at all! These costs are paid to the boss at the endof each round.– At the end of each round the fish population reproduces itself. The rateis that the amount of fish left in the lake will double, but there is an upperlimit; the lake cannot feed more than 55 tons of fish at the same time.The boss is responsible for checking that the players follow the rulesand is also taking care of the fish-replenishing by adding the rightamount of matches each round.4. During the first game the players are, under no circumstances, allowed totalk to each other or come up with suggestions on how to act.1BossEADBCThe winner of the first game is the person who after 8 full rounds has thehighest total catch.Game rules, second game1. This time you are not competing with your group members. Instead youwork as a team and compete against other groups in your class. Withinyour group (the Boss included) you are free to discuss, reach agreementsand collaborate as much as you like.2. Conditions for the second game:– Proceed the same way as during the first game, except for instructions inpoint 1 above.– After the 8 rounds there still has to be at least 50 tons of fish in the lake.The winner is the group who after 8 full rounds has the biggest total catch.10
HolisticExamplesThe Fish GameThe Fish GameA. Play the first and second game and fill in the results from each group in thetable ksheet2Group8First gameTotal catch: WinnerFirst gameTotal catch: Our groupSecond gameTotal catch: Our group1. Compare the total catch between the first and second game.Why were the results so different? Reflect on the outcome!2. What is required to manage a common resource?3. What is the ideal fish population for sustainable fishing?4. When does the population of fish start to deplete?B. Read about “The tragedy of the commons”. Link what you learned from theoutcomes of your games to the discussions on “The tragedy of the commons”(for advanced learners Compare Harding’s and Ostrom’s statements). Discuss ingroups or write a short essay.C. How resilient must the fish populations be to cope with disasters such as an oil spill?11
PhysicsCool News fora Hot PlanetCool News for a Hot PlanetworksheetThree PlanetsIn the illustration you will findbasic facts about the temperatureand atmospheric conditions onthe planets Venus, Earth andMars.1VENUSEARTHMARSThick atmospherecontaining 96 % of CO2.Average temperature 420 C.0,04 % CO2 inthe atmosphere.Average temperature 15 C.Thin atmosphere(almost all CO2in ground).Average temperature-50 C.A. Read the facts so that youcan compare the planets.B. Use the information fromthe illustration and fill in thetable belowVENUSEARTHMARSAverage temperature ( C)CO2 content in atmosphere (%)Thickness of atmosphere, use:thin, in between, thickDistance to sun, use:biggest, in between, smallestC. In what properties of matter can you find water on these planets,i.e. ice, liquid water, water vapour?MarsEarthVenusD. Imagine that you land with your spaceship on one of these planets. You put on yourspace suit, open the door and step out on to the planet. Choose one of the planets anddescribe what you think you would experience.E. Compare your text with a person who has chosen a different planet.12
Cool News for a Hot PlanetThree PlanetsIn the illustration you will findbasic facts about the temperatureand atmospheric conditions onthe planets Venus, Earth andMars.VENUSEARTHMARSB. Use the information fromthe illustration and fill in thetable belowThick atmospherecontaining 96 % of CO2.Average temperature 420 C.0,04 % CO2 inthe atmosphere.Average temperature 15 C.Thin atmosphere(almost all CO2in ground).Average temperature-50 C.VENUSA. Read the facts so that youcan compare the planets.Mother EARTH 15 CMARSAverage temperature ( C) 420 C- 50 CCO2 content in atmosphere (%)95 % CO20.04 % CO295 % CO2Thickness of atmosphere, use:thin, in between, thickvery thickmediumvery thinDistance to sun, use:biggest, in between, smallestshortestin betweenbiggestC. In what properties of matter can you find water on these planets, use:ice, liquid water, water vapour.MarsIt is so cold that all water appears as iceEarthYou will find water in the forms of ice, liquid water, water vapour.Venus It is so hot that all water appears as water vapour and clouds.D. Imagine that you land with your spaceship on one of these planets. You put on yourspace suite, open the door and step out on the planet. Choose one of the planets anddescribe what you think you would experience!”If I landed on Venus my space suit needs to be very strong and heat resistant! It is extremelyhot and due to the high content of CO2 in the atmosphere it is poisonous and has a very highpressure. The sun is not visible and it is dark. The sky is totally covered with thick clouds ofwater vapour. It is almost impossible to resist the heavy winds that are blowing!”E. Compare your text with a person who has chosen a different planet
PhysicsCool News fora Hot PlanetCool News for a Hot PlanetProperties of Matterworksheet23A. Complete the illustration and writedown the names of the different partsof the arrangement.421512345B. Describe what happens with the ice during the heating process. Use the words solid,liquid, gaseous when you describe the properties of matter that water may occur in.C. Complete the illustration.13
Cool News for a Hot PlanetProperties of Matter3cold water outA. Complete the illustration and writedown the names of the different partsof the arrangement.4water vapouricecold water . Describe what happens with the ice during the heating process. Use the words solid,liquid, gaseous when you describe the properties of matter that water may occur in.C. Complete the ater vapourcondenseLiquidGaseous
PhysicsCool News fora Hot PlanetCool News for a Hot PlanetThe Flask and The Temperature of the Earthwater vapoPut hot water in a flask and add a number of ice cubes. For a short period you will have water at all threeproperties of matter at the same time!uclou3dsrA. The delicate balanceworksheeticehot waterCompare the conditions in the flask with the three planets:MarsVenusMother EarthB. What factors influence the temperature and climate of the Earth?14
Cool News for a Hot PlanetThe Flask and The Temperature of the EarthwateucloudsrA. The delicate balancePut hot water in a flask and add a number of ice cubes. For a short period you will have water at all threeproperties of matter at the same time!r vapoicehot waterCompare the conditions in the flask with the three planets:Mars Theplanet is so cold that water only exists as ice,even the CO2 is frozen into “dry ice”.Venus The planet is so hot that water only exists as water vapour.Mother Earth Theplanet has balanced conditions that allow water tooccur as ice, liquid water and water vapour all at the same time.B. What factors influences the temperature and climate of the Earth?The distance to the sun and Earth’saxis tiltThe albedo of the Earth. How muchof the incoming light that is reflectedinto space.The amount of greenhouse gases in theatmosphere, mainly CO2, methane andwater vapour.Life has a great impact on boththe albedo and the amount of greenhouse gases
Cool News for a Hot PlanetAlbedo and Green house effectPhysicsCool News fora Hot Planetworksheet415
Cool News for a Hot PlanetAlbedo and Green house effectThese two experiments illustrate how basic physical conditions influence thetemperature in a closed system. The results then can be applied to the Earth andthe prevailing climate conditions.Use a strong lamp (60–100W) and sensitive thermometers in order to get a fastand clear result of your demonstration. The ideal situation is, of course, if you haveaccess to thermistors that you can attach to the same measuring unit and displaythem at the same time. But it also works with simple, separate thermometers – itjust takes more time to get a clear difference!t he r mi s t or /t he r mome t e rThis experiment demonstrates theconcept of albedo – how much ofthe incoming light is absorbed orreflected.We can use it in our discussions onhow melting glaciers or deforestation in the tropics can influence themean temperature of our planet.bla ckma rblesstronglam pwhitema rblesThesame amolasksunt (weight) marbles in both fofThis experiment demonstrates theeffect of the greenhouse gas carbondioxide (CO2) when hit by radiationfrom a strong light source.The temperature in the flask filledwith CO2 will increase faster than inthe one filled with plain air.We can use these facts in our discussions on greenhouse effect andclimate change.carbondioxideplain air
PhysicsThe ElectricGridThe Electric GridTools and other equipment that could be of useworksheet1To build with andbuild onThin metal plate forproducing the“switches” and the“toaster” (0.5–0.8mm thick).screw driversmetal shearsscrewspliersconnection boxeselectric cablesdrillerslamp socketsPlywood sheet (10mm thick) on whicheverything should beinstalled (size 30x40cm).drillPaper glue.filamentssoldering ironbatteriessolderingresistance wireelectric motorhammeralarm bell16
PhysicsThe ElectricGridThe Electric GridBuilding Electric Switches1. Draw the external measurementsaccording to the figure and markwhere to drill and cut the sheetmetal. (If you are making severalswitches, draw all of them at oncenext to each other, before cuttingand drilling.)2. Make a dent with the hammer andcenter punch where you are goingto make holes. Use a 3 mm drill.worksheet2205012812810(all measurements in mm)10103. File off the burr after drilling.4. Use the metal shear to cut theseparate switches and cut the sheetmetal at the markings. Use a file tosmooth sharp corners and edges.5. Bend and shape the long part ofthe switch into an elastic arm(see pictures).6. Mount the switches and use thesame screws to fasten theconnecting cables for the differentcircuits.10103 mm drill diametercut after drilling and polishingCross section of mounted switch withconnecting cableselastic armpeeled electric cablescrewcut piece of sheet metalplywood plate17
PhysicsThe ElectricGridThe Electric GridBuilding a Toasterworksheet20To build a simple model of a toaster1. Study the blueprint and draw thecorresponding measures on the pieceof sheet metal provided by your teacher(all the measurenments are in mm).35320202. Drill the holes (diameter 3 mm).3. Cut off the shaded parts and smooththe corners and sharp edges with a file.20304. Bend the four flaps so that the sheetmetal forms an open box and screw itto the model.Installation5. Cut 10 cm of chrome nickel tread(0,4 mm) and wire it tightly around anail or a very thin screwdriver to make afilament sprial.6. Find suitable connection cables, makea knot at the end of the cable and peelthe plastic from 5 mm away.20The shaded parts are cut away .All measurements in mm.7Wired chrome nickel threadknotsoldering7. Solder the cable ends to the chromenickel spiral.8. Install the filament spiral inside thetoaster by threading the free cableends from inside. Prevent the soldering and the spiral from coming intocontact with the toaster walls.(If you don t have a soldering iron, twiningthe cable ends works just as well.)spiral installed in toaster18
PhysicsThe ElectricGridThe Electric Gridworksheet4How to build an electric grid1. Hammer in two nails where the battery will connect to the electric grid inyour model.2. Hammer in a third nail at a distance of 2 cm from one of the battery poles.3. Create a simple “fuse” by connecting this third nail to one of the poles.Use a chrome-nickel resistance wire of 0.4 mm, see illustration below.4. Connect electric cables to the two nails and lay out a main electric line thatwill reach to all the rooms in your model.5. Put connection boxes where you need connections to the main electric line.6. Connect all the objects to the main line at appropriate positions.7. Make sure that every circuit has its own switch and that the cables are fixedcorrectly to the plus and minus poles in your grid.”fuse” connecting boxnailsmain electric lineBeginning of main electric lineparallel connectedelectric motormain electric line– –––– How to connect circuits to the mainelectric lineconnection boxcircuit– –––– –––electric cable– ––– – ––––– –––”fuse” (0,4 mm chrome nickel thread)How to lay the main electric line– –––How to get startedconductors– –––4,5 Vbatteryswitcheselectric light socketsconnected in series19
Nature Works ForwardsSpontaneous ProcessesPhysicsNature WorksForwardsworksheet1Experiment 1Arrange nine drawing pins in a square and throw another 9 drawing pins intothe air. Can you throw these in such a way that they land forming the same patternof a square?YesNo1. State the experience from the experiment as a law of nature.2. Find two more examples of this law.Experiment 2Put salt in a beaker of warm water. Stir.Stop when it’s not possible to dissolve any more salt.3. How can you show that the salt is there, though invisible?S A LT4. According to the law you just stated, can this be reversed?That is can you remove the salt from the water?YesNoWhy?If you answer yes, how?Group discussionFind examples of “unspontaneous” processes.This means processes that create order, like with the hengrowing because of seeds and the egg out of the hen.Prepare to present the examples for the class.20
PhysicsNature WorksForwardsNature Works ForwardsCooking the Egg. What Happens?worksheet2If the purpose of the egg is not to be hatched into a chick but to be eaten as a tastybreakfast, it needs boiling. Whatever we want to do, natural resources are needed,in this case of course heat, one form of energy. What is really happening when weboil the egg?Experiment 3. The hot barUse vaseline to stick the drawing pins to the metal bar. Hold the bar over a candle.Keep the heat on the same end of the bar and wait for the result. In what order dothe drawing pins fall and why?Atomic particles vibrate more on the hot sideHotColdDraw the molecules and show how they vibrate after the candle is takenaway but while the bar is still warm:21
PhysicsNature WorksForwardsNature Works ForwardsThe “Best” Way to Boil an EggworksheetDecadesMillions of yearsSolarcookerDirectFlowCoalfossil fuelDepositWhere does theheat come from?3FirewoodbiomassFundQuestion 5: Which of the three categories do the items in the triangle belong to? Sort them!FUNDDEPOSITFishCoalindSunrays WWavesOillsatMeUranPhosphorusiumNs Firewood atural gasmWater daDeposit(non-renewable)Natural resourcestored for millionsof yearsFund (renewable)Natural resourcestored for short timeFlow (renewable)Natural resourceflowing more or lessconstantlyFLOWAssessing the sustainabilityThree choices for cookingIf you were to grade the above categories in terms of sustainability, how would you grade them?123So how do youboil it?22
Acid CircumstancesAcidification in the laboratoryChemistryAcidCircumstancesworksheet11. Describe how the demonstration set-up is functioning.Why is there a colour change in the bottles?Use chemical reaction formulas in your explanations.2. Add two drops of indicator Bromothymol blue (BTB) to a baker filled with water.Use the straw and blow your breath slowly into the water. Repeat until you get acolour change.Why is there a colour change in the beaker?Use chemical reaction formulas in your explanations.BeforeAfter23
Burning fossil fuelsAcidification in Real LifeAcid rain pH 3-5.6Acid 4
ForestsBurning fossil fuelsHigh concentration of heavymetals in soil and groundwaterSoil and groundwaterNOx H2OMainly through emissions of SO2 and NOXNeedle loss, dying treesImpaired growthHigher sensitivity to diseasesMining sulphideoresCO2 H2OSO2 H2OAcid rain pH 3-5.6Acidified waterDecline of fish numberExtinction of speciesLakesAcidification in Real LifeAcid CircumstancesOceansH2SO4 sulphuric acidHNO3 nitric acidH2CO3 carbonic acidMainly through emissions of CO2Acidified waterDisturbed calcificationprocess among echinoderms, crustaceansand molluscsHNO3H2CO3H2SO4
The Carbon CycleChemistryThe CarbonCycleworksheet1A. Complete the document.54321B. Describe the different tracks in the carbon cycle and estimate the requiredtime for the carbon atoms to make a full circulation within each track.Track 1Track 2Track 3Track 4Track 525
The Carbon CycleA. Complete the document.Co2 content inthe atmosphere0,04 %ionatpirPhotosyResngsishetnVolcanic activity, Weathering, LimestoneCombbuustrnioniRespirationof theplants54321Bio fuelsFoodWood, charcoal, ethanoFossil fuelslC oal. oil, gasCorals, shells, lime stoneB. Describe the different tracks in the carbon cycle and estimate the requiredtime for the carbon atoms to make a full circulation within each track.Track 1Track 2Track 3Track 4Track 5
ChemistryThe CarbonCycleThe Carbon CycleThe flux of Carbon (track 1–3)worksheet21. Describe how the green plants are linked to the carbon cycle.Photosynthesis and respiration2. Why is it correct to say that the entire carbon cycle is drivenby the sun?3. You eat a sweet fruit from a tree and after a while your body hasdigested it. Describe how this process is part of the carbon cycle.CO2O2carbon dioxide waterCO2 H2Oglucose oxygenC6H12O6 O2RespirationO24. Write a simplified chemical reaction formula of the process(sugar glucose C6H12O6).5. You use different types of bio fuels to heat your house and makeyour food. Describe how the use of bio fuels is connected to thecarbon cycle.CO2Combustion of bio fuelsO2CO26. Write a simplified chemical reaction formula of the process(wood cellulose C12H22O11).WoodCharcoal26
ChemistryThe CarbonCycleThe Carbon CycleThe flux of Carbon (track 3–5)A. Conduct the experiment according to the instructions fromyour teacher.1. Describe the difference in energy content in ethanol and petrol.worksheet3Combustion of bio fuel and fossil fuelThermometerWater2. Describe the different ways in which ethanol and petrol areconnected to the carbon cycle.3. Describe the differences of how the use of ethanol and petrolcontribute to increased CO2 levels in the atmosphere.Carbon cycle and acidificationB. Conduct the experiment according to the instructionsfrom your teacher.1. Why did the indicator change colour during the experiment?IndicatorBTB2. Describe how this experiment is connected to the carbon cycle.Ocean acidification3. How can the use of fossil fuels affect shells and corals in the ocean?CoralsShells27
The Parts and The WholeBiologyThe Parts andThe Wholeworksheet1The cell is the smallest unit that shows characteristics of life. To stay alive the cellhas a metabolism where it takes in energy and resources from the surroundingsand excretes different types of waste products. Cells survive by using resources in alinear flow.1. Give examples of resources and waste products that are involvedin the life processes of a cell.2. Identify five cell types in your body.3. Why do you think that there are differ
5. The bigger picture: Sustainable life and ecosystem services Discussions and work in groups of four – Give examples of different types of ecosystem services that are necessary for having “a good and sustainable life”. – Summarize your ideas and conclusions and present them in a written document, poster or small exhibit. 4.
May 02, 2018 · D. Program Evaluation ͟The organization has provided a description of the framework for how each program will be evaluated. The framework should include all the elements below: ͟The evaluation methods are cost-effective for the organization ͟Quantitative and qualitative data is being collected (at Basics tier, data collection must have begun)
Silat is a combative art of self-defense and survival rooted from Matay archipelago. It was traced at thé early of Langkasuka Kingdom (2nd century CE) till thé reign of Melaka (Malaysia) Sultanate era (13th century). Silat has now evolved to become part of social culture and tradition with thé appearance of a fine physical and spiritual .
On an exceptional basis, Member States may request UNESCO to provide thé candidates with access to thé platform so they can complète thé form by themselves. Thèse requests must be addressed to esd rize unesco. or by 15 A ril 2021 UNESCO will provide thé nomineewith accessto thé platform via their émail address.
̶The leading indicator of employee engagement is based on the quality of the relationship between employee and supervisor Empower your managers! ̶Help them understand the impact on the organization ̶Share important changes, plan options, tasks, and deadlines ̶Provide key messages and talking points ̶Prepare them to answer employee questions
Dr. Sunita Bharatwal** Dr. Pawan Garga*** Abstract Customer satisfaction is derived from thè functionalities and values, a product or Service can provide. The current study aims to segregate thè dimensions of ordine Service quality and gather insights on its impact on web shopping. The trends of purchases have
Chính Văn.- Còn đức Thế tôn thì tuệ giác cực kỳ trong sạch 8: hiện hành bất nhị 9, đạt đến vô tướng 10, đứng vào chỗ đứng của các đức Thế tôn 11, thể hiện tính bình đẳng của các Ngài, đến chỗ không còn chướng ngại 12, giáo pháp không thể khuynh đảo, tâm thức không bị cản trở, cái được
Le genou de Lucy. Odile Jacob. 1999. Coppens Y. Pré-textes. L’homme préhistorique en morceaux. Eds Odile Jacob. 2011. Costentin J., Delaveau P. Café, thé, chocolat, les bons effets sur le cerveau et pour le corps. Editions Odile Jacob. 2010. Crawford M., Marsh D. The driving force : food in human evolution and the future.
Le genou de Lucy. Odile Jacob. 1999. Coppens Y. Pré-textes. L’homme préhistorique en morceaux. Eds Odile Jacob. 2011. Costentin J., Delaveau P. Café, thé, chocolat, les bons effets sur le cerveau et pour le corps. Editions Odile Jacob. 2010. 3 Crawford M., Marsh D. The driving force : food in human evolution and the future.
