TEACHING ALL VOLUMES SUBMIT WORK SEARCH TIEE
Volume 6: Table of Contents TEACHING ISSUES AND EXPERIMENTS IN ECOLOGY
ISSUES: FIGURE SETS

What Is the Ecological Issue

Agriculture provides important ecosystem services in the forms of food and fiber, but can also convey many disservices to agroecosystems themselves and to the ecosystems affected by agricultural practices. In particular, agricultural activities contribute substantial amounts of greenhouse gases, including more methane and nitrous oxide than any other human activity. For example, Duxbury (1994) estimated that agriculture contributes 25%, 65% and 90% of all anthropogenic emissions of carbon dioxide (CO2), methane (CH4) and nitrous oxide (N2O), respectively.

Several processes identified below are responsible for greenhouse gas emissions in production agriculture:

Certain management activities have been shown to reduce agricultural greenhouse gas emissions after accounting for all inputs and emissions (i.e., Net Global Warming Potential) (Robertson et al. 2000; pdf included). For example, no-till agriculture reduces soil disturbance, thus increasing soil aggregation and decreasing available oxygen for decomposition. Growing winter cover crops increases net primary productivity and inputs of organic carbon to the soil. Perennial plants have expansive root systems and have long growth periods, thus increasing soil carbon storage (Cox et al. 2006).

In this activity, students investigate three sources of greenhouse gas emissions from agriculture, and how different cropping methods, including no-till, organic and perennialization, affect global warming potential. In addition, students will discuss potential trade-offs that limit the broad application of these practices and identify tactics that may aid in the reduction of global warming potential from agriculture. The PDFs of several articles are included as resources with this Figure Set.

These Figure Sets have been developed over a period of time when they were used to teach high school ecology students, incoming first year college students and high school science teachers. We believe that these activities could be used in a range of classes, from high school biology up to graduate level biogeochemistry. Material is presented in a format that can be used directly in class, but instructors may need to modify the Figure Sets to better fit their objectives.

References

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