research and (Biofuels in Brazil). writing skills. (5). 6.6c Radical technologies, including Presentation skills. Plenary carbon capture and Evaluate one alternative strategy at a local or national storage and alternative scale. energy sources (hydrogen fuel cells, electric vehicles) could Task 6.7 Independent Learning Opportunity reduce carbon emissions, but uncertainty exists as Resources to how far this is Geological Society: UK factsheet, useful starting point – possible. Case study: Biofuels in Brazil BBC news article: biofuel industry finds new ‘Brazil’s sweetspot’, (Gallas, D., 2015) Key words BP: Biofuels – Renewable energy National Geographic: dreams’, – ‘Biofuels, Recyclable energy (Bourne, Jr. J.K. 2007) Radical technologies Radical technologies: Carbon capture and the Telegraph: technology improvements – ‘Radical storage for low-carbon society’ (Prof. MacKerron, G. ‘essential’ Sustainability 2012), a 2012 article but a useful starting point Biofuels Enquiry question 3: How are the carbon and water cycles linked to the global climate system? Lesson 12 Growing demand Regional (6) Using GIS Key idea 6.7a Starter for food, fuel and other locations to map How are the carbon and cycles threatened by human (1 hour) 6.7 Biological resources globally has changes activity? students work in pairs to think of as many – carbon cycles and led to contrasting such as answers as possible in 2–3 minutes (display timer); the water cycle are regional trends in land deforestation teacher could create a table. threatened by use cover (deforestation, over time. Students consolidate notes using the following link: – ‘The human activity. afforestation, conversion Carbon Cycle’ article written by postgrad researchers in – Suggested of grasslands to farming) combination with Climatica, Geological Society and learning affecting terrestrial objectives carbon stores with wider
research and writing skills. Presentation skills. (Biofuels in Brazil). (5). 6.6c Radical technologies, including carbon capture and storage and alternative energy sources (hydrogen fuel cells, electric vehicles) could reduce carbon emissions, but uncertainty exists as to how far this is possible. Key words Renewable energy Recyclable energy Radical technologies Carbon capture and storage Sustainability Biofuels Plenary Evaluate one alternative strategy at a local or national scale. Task 6.7 Independent Learning Opportunity Resources – Geological Society: UK factsheet, useful starting point Case study: Biofuels in Brazil BBC news article: ‘Brazil’s biofuel industry finds new sweetspot’, (Gallas, D., 2015) – BP: Biofuels – National Geographic: ‘Biofuels, dreams’, (Bourne, Jr. J.K. 2007) Radical technologies: – the Telegraph: ‘Radical technology improvements ‘essential’ for low-carbon society’ (Prof. MacKerron, G. 2012), a 2012 article but a useful starting point Enquiry question 3: How are the carbon and water cycles linked to the global climate system? Lesson 12 (1 hour) Key idea 6.7 Biological carbon cycles and the water cycle are threatened by human activity. Suggested learning objectives 6.7a Growing demand for food, fuel and other resources globally has led to contrasting regional trends in land use cover (deforestation, afforestation, conversion of grasslands to farming) affecting terrestrial carbon stores with wider Regional locations (6) Using GIS to map changes such as deforestation over time. Starter How are the carbon and cycles threatened by human activity? – students work in pairs to think of as many answers as possible in 2–3 minutes (display timer); teacher could create a table. Students consolidate notes using the following link: – ‘The Carbon Cycle’ – article written by postgrad researchers in combination with Climatica, Geological Society and
Edexcel2016_ASandAlevelGeography_Topic6_CarbonCycleandEnergySecurity_SOW_DRAFT.docx