Decomposition and carbon

SB9k.1 dioxide

Your teacher may watch to see if you can:

● use appropriate apparatus to measure temperature and carbon dioxide concentration accurately.

Introduction
Bacteria are decomposers of dead plant and animal material. Respiration by bacteria releases the energy
needed for decay processes. This investigation compares the release of carbon dioxide from untreated dead
plant material and plant material that has been sterilised to kill all microorganisms.

Aim
To investigate the release of carbon dioxide from decaying plant material.

Prediction
1 Predict how the temperature and release of carbon dioxide from the untreated and sterilised plant material
will differ after the plant material has been left for a period of time. Give a reason for your prediction.

Method

Apparatus Safety

● carbon dioxide sensor Wear eye protection.

● untreated grass cuttings in
plastic bag with clip ● thermometer Handle the grass cuttings as little as
● sterilised grass cuttings in ● paper towel possible.
plastic bag with clip Wash hands thoroughly after touching
grass cuttings.

A Remove the clip from one bag of cuttings. Open the bag as little as possible to insert the carbon dioxide
sensor. Record the carbon dioxide concentration in the bag.
B Measure the temperature of the bag of cuttings by placing the bulb of the thermometer into the middle of
the cuttings. Record the value then remove the thermometer and close the bag with the clip.
C Wipe the thermometer with the paper towel then repeat steps A and B with the other bag of cuttings.
D After 30 minutes repeats steps A to C.
E If there is time, repeat steps A to C after 1 hour.

Recording your results

2 Record your results in a suitable table.
3 Calculate the change in temperature and carbon dioxide concentration in both bags over the time of the
experiment.

Considering your results/conclusions

4 Compare the change in temperature and carbon dioxide concentration in the two bags of cuttings.
5 Explain any differences in change in temperature and carbon dioxide concentration in the two bags.

Evaluation
6 Suggest one way in which the method could be improved to give better results. Give a reason for your
answer.

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 SB9k.2 Carbon dioxide jigsaw

Cut out the boxes below. Arrange the six pictures and link them with the arrows so that they
show the carbon cycle. Then place the text boxes next to the appropriate arrows to show the
processes in the carbon cycle. Some blank text boxes have been included for any processes that
need to be used more than once.
Compare your carbon cycle with a partner to check that you have everything in the right place. Discuss any
differences and try to agree the best arrangement. Then stick the boxes onto blank paper to make a poster.

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 The carbon cycle
SB9k.3 Strengthen

Name Class Date

7 Choose the correct words from the box below to complete the boxes on the diagram of the carbon cycle.
You can use each word once, more than once or not at all.

animals consumers decomposers plants

8 Colour the arrows in the carbon cycle to show which process they represent. Use a different colour for each
process. Complete the key below with the colours you use on the diagram.

 respiration

 combustion

 photosynthesis

 feeding

 death
9 Pilobolus is a type of fungus. Like many fungi, Pilobolus is a decomposer.
a Name the process that decomposers use to release energy for getting food.

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b Name the gaseous product of the process that you named in part a.

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c Explain why the bodies of dead organisms and animal waste ‘disappear’ over time.

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S1 Explain why Pilobolus is important in the carbon cycle.

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 Carbon cycle questions
SB9k.4 Homework 1

Name Class Date

10 Draw lines to link each process to its role in the carbon cycle.

photosynthesis releases carbon dioxide into the air from complex

carbon compounds in fossil fuels
respiration transfers complex carbon compounds from one
organism to another in biomass
combustion takes carbon dioxide from the air to build carbon
compounds in plants and algae
feeding releases carbon dioxide into the air from complex
carbon compounds in living organisms

11 Explain why fossil fuels contain large amounts of carbon compounds.

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12 a Name two groups of microorganisms that are decomposers.

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b Describe the role of decomposers in ecosystems.

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13 Students place some fresh peas in a plastic bag and some sterilised peas in another plastic bag. They
measure the temperature of the peas and the carbon dioxide concentration in both bags. They then place
the bags inside separate insulated boxes. A few hours later they repeat the measurements. The table
shows their results.

Fresh peas Sterilised peas

Temperature (°C) Carbon dioxide Temperature (°C) Carbon dioxide
concentration concentration
(ppm) (ppm)
at start 19 400 19 400
2 hours 24 800 19 400
later

a Describe the differences in results for the fresh peas and the sterilised peas.

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b Explain the differences in results.

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c Explain why the bags were placed in insulated boxes during the experiment.

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 Global carbon cycle
SB9k.5 Homework 2
The table shows the amount of carbon transferred to and from the atmosphere globally by different processes
in the carbon cycle.

Process Mass of carbon transferred

(billion tonnes/year)
terrestrial (on land) photosynthesis 123
respiration (plant and animal) 60
respiration (decomposition) 60
aquatic (in water) photosynthesis by microscopic sea plants 92
respiration (plants, animals, decomposition) 90
human activity 9

14 a Sketch a carbon cycle to display the transfers of carbon between the atmosphere and terrestrial and
aquatic organisms.
b Use the data in the table to label your cycle so that it shows the masses of carbon transferred.
15 a Name the form of carbon in the atmosphere.
b Name two forms of carbon in the biotic part of the cycle.
16 Explain how respiration is related to decomposition.
17 a Calculate the net transfer of carbon between soil and the atmosphere in the terrestrial part of the cycle.
b Calculate the net transfer of carbon between the atmosphere and ocean sediments in the aquatic part
of the cycle.
18 Explain how the combustion of fossil fuels contributes to the value for human activity shown in the table.
19 Use all the information in the table to calculate the net transfer of carbon to the atmosphere in one year.

Extra challenge
20 When predicting the effects of future atmospheric carbon transfers, scientists need to consider the effect of
carbon dioxide concentration on living organisms. Suggest how the values for photosynthesis shown in the
table might change, giving a reason for your answer.

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 SB9k Progression check

Name Class Date

Progression questions
Answer these questions.
1 What is a decomposer?

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2 How is carbon cycled through an ecosystem?

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3 What is the role of decomposers in the carbon cycle?

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Now circle the faces in the ‘Start’ row in the table showing how confident you are of your answers.

Question 1 2 3

Start

Assessment
Using a different colour, correct or add to your answers above. You may need to use the back of this sheet or
another piece of paper. Then circle the faces in the ‘Check’ row in the table.

Question 1 2 3

Check

Feedback
What will you do next? Tick one box.

 strengthen my learning  strengthen then extend  extend

Note down any specific areas you need to improve.

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Action
You may now be given another activity. After this, note down any remaining areas you need to improve and
how you will try to improve in these areas.
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purchasing institution only. This material is not copyright free.
6