BIO 220 personal carbon footprint post: a planning guide
Report a number, not an impression. Then rank your changes by how much of that number each one actually moves, which is where most posts go wrong.
Editorial process
Last reviewed · August 10, 2026
What does this footprint discussion require?
Three things are being asked and the first one is a measurement, not an opinion. Go to the calculator, complete it honestly, and report the result. Reporting means giving the number and its units, because footprint calculators return a figure in tonnes of carbon dioxide equivalent per year, or in Earths required if everyone lived as you do, and a post that says my footprint was quite high has not reported anything. Note which calculator you used and the date, since different tools use different boundaries and produce different numbers for the same person. If your course has directed screen reader users to alternative directions, follow those; the assignment anticipates that the calculator may not be usable for everyone and provides a route around it rather than an exemption from the question. Whichever route you take, the deliverable is the same: a number you can put in the first sentence of your post.
The second question, which asks which factors had the most effect, is answered by the calculator itself, provided you read its category breakdown rather than only the headline total it puts in front of you. Most tools apportion the total across a small number of categories, typically home energy, transport including flights, food, and goods and services. Say which category dominated yours and by roughly how much. The interesting posts are the ones where the answer is surprising: people expect transport to dominate and are often startled by the share attributable to food, or by a single long flight outweighing a year of driving. If your result contains a surprise, lead with it, because a discussion thread of identical results is dull and a genuine anomaly gives your classmates something to respond to. If nothing surprised you, say which category you had expected to dominate and note that it did, since a confirmed expectation is still a finding.
The third question, what you can do to change it, is where posts most often fail, and they fail in a specific way: they list actions without weighting them. Recycling, switching off lights and reusable bags are the reflexive answers, and while none of them is bad, they move a small part of a total that is dominated by heating, driving and flying. The analytical move is to rank your options against your own breakdown. If home energy is your largest category, the leverage is in insulation, thermostat settings and how your electricity is generated. If transport dominates, it is in trip substitution and vehicle choice, not in idling less. Choosing two changes proportionate to your actual profile, and saying what each would remove from the total, is a far better answer than five generic ones. The test is arithmetic: eliminating a category worth five per cent of your total still leaves ninety-five per cent in place.
Be honest about constraint, because acknowledging it makes the post more credible rather than weaker, and because the question was phrased as what you can do. Some of the highest-leverage changes are not available to everyone: you cannot insulate a rented apartment, you cannot avoid a commute with no transit alternative, and you cannot install solar on a building you do not own. Saying which change you would make and which you cannot, and why, is exactly the kind of realism the question is inviting when it asks what you can do rather than what should be done. It also surfaces something worth noticing about footprint calculators generally, which is that they present a collective problem as an individual scorecard, and a good post can register that without dismissing the exercise. The most defensible position is that individual measurement is useful for showing you where your own leverage is, and misleading if it is read as an allocation of responsibility.
One caveat worth including, because it demonstrates that you understood the tool rather than only used it. Footprint estimates are exactly that: they are built on averages, national emissions factors and self-reported behaviour, so two calculators can differ substantially for the same household. That does not make them useless, because their value is comparative rather than absolute. The number tells you which of your own categories is largest and by how much, which is all you need to answer the third question, and it lets you compare your result to a national or global average, which is where the context comes from. Say that explicitly rather than presenting your number as though it had been measured, because a reader who has run the same calculator and got a different answer will already be wondering.
On format, keep the post to the length your course specifies for an initial discussion response, and lead with the number rather than working up to it. Cite the calculator you used and, if your course requires a scholarly source, add one that puts individual footprints in context rather than one that repeats general advice about saving energy. If replies are graded, the most substantive reply available here is a comparison: take a classmate's dominant category, note how it differs from yours, and suggest what in your circumstances or theirs accounts for the difference. That is a real contribution, and it is more interesting than agreeing that we should all do better, and it is the kind of reply the participation rules usually describe as substantive rather than as a statement of agreement, which is what most replies in a thread like this default to.
Likely learning objectives
Inferred from the brief — check these against your own rubric.
- 01Report a measured result with units rather than an impression.
- 02Read the calculator's category breakdown, not only its total.
- 03Rank possible changes against your own largest category.
- 04State what each change would remove from the total.
- 05Be explicit about which high-leverage changes are unavailable to you and why.
- 06Note that footprint estimates are comparative rather than absolute.
Read the full question
Review every instruction before using the planning guidance that follows.
Course-wide instructions that accompany this question
Important information for writing discussion questions and participation Hi Class, Please read through the following information on writing a Discussion question response and participation posts. Contact me if you have any questions. Important information on Writing a Discussion Question Your response needs to be a minimum of 150 words (not including your list of references) There needs to be at least TWO references with ONE being a peer reviewed professional journal article. Include in-text citations in your response Do not include quotes—instead summarize and paraphrase the information Follow APA-7th edition Points will be deducted if the above is not followed Participation –replies to your classmates or instructor A minimum of 6 responses per week, on at least 3 days of the week. Each response needs at least ONE reference with citations—best if it is a peer reviewed journal article Each response needs to be at least 75 words in length (does not include your list of references) Responses need to be substantive by bringing information to the discussion or further enhance the discussion. Responses of “I agree” or “great post” does not count for the word count. Follow APA 7th edition Points will be deducted if the above is not followed Remember to use and follow APA-7th edition for all weekly assignments, discussion questions, and participation points. Here are some helpful links Student paper example Citing Sources The Writing Center is a great resource Welcome to class Hello class and welcome to the class and I will be your instructor for this course. This is a -week course and requires a lot of time commitment, organization, and a high level of dedication. Please use the class syllabus to guide you through all the assignments required for the course. I have also attached the classroom policies to this announcement to know your expectations for this course. Please review this document carefully and ask me any questions if you do. You could email me at any time or send me a message via the “message” icon in halo if you need to contact me. I check my email regularly, so you should get a response within 24 hours. If you have not heard from me within 24 hours and need to contact me urgently, please send a follow up text to. I strongly encourage that you do not wait until the very last minute to complete your assignments. Your assignments in weeks 4 and 5 require early planning as you would need to present a teaching plan and interview a community health provider. I advise you look at the requirements for these assignments at the beginning of the course and plan accordingly. I have posted the YouTube link that explains all the class assignments in detail. It is required that you watch this 32-minute video as the assignments from week 3 through 5 require that you follow the instructions to the letter to succeed. Failure to complete these assignments according to instructions might lead to a zero. After watching the video, please schedule a one-on-one with me to discuss your topic for your project by the second week of class. Use this link to schedule a 15-minute session. Please, call me at the time of your appointment on my number. Please note that I will NOT call you. Please, be advised I do NOT accept any assignments by email. If you are having technical issues with uploading an assignment, contact the technical department and inform me of the issue. If you have any issues that would prevent you from getting your assignments to me by the deadline, please inform me to request a possible extension. Note that working fulltime or overtime is no excuse for late assignments. There is a 5%-point deduction for every day your assignment is late. This only applies to approved extensions. Late assignments will not be accepted. If you think you would be needing accommodations due to any reasons, please contact the appropriate department to request accommodations. Plagiarism is highly prohibited. Please ensure you are citing your sources correctly using APA 7th edition. All assignments including discussion posts should be formatted in APA with the appropriate spacing, font, margin, and indents. Any papers not well formatted would be returned back to you, hence, I advise you review APA formatting style. I have attached a sample paper in APA format and will also post sample discussion responses in subsequent announcements. Your initial discussion post should be a minimum of 200 words and response posts should be a minimum of 150 words. Be advised that I grade based on quality and not necessarily the number of words you post. A minimum of TWO references should be used for your initial post. For your response post, you do not need references as personal experiences would count as response posts. If you however cite anything from the literature for your response post, it is required that you cite your reference. You should include a minimum of THREE references for papers in this course. Please note that references should be no more than 5 years old except recommended as a resource for the class. Furthermore, for each discussion board question, you need ONE initial substantive response and TWO substantive responses to either your classmates or your instructor for a total of THREE responses. There are TWO discussion questions each week, hence, you need a total minimum of SIX discussion posts for each week. I usually post a discussion question each week. You could also respond to these as it would count towards your required SIX discussion posts for the week. I understand this is a lot of information to cover in 5 weeks, however, the Bible says in Philippians 4:13 that we can do all things through Christ that strengthens us. Even in times like this, we are encouraged by God’s word that we have that ability in us to succeed with His strength. I pray that each and every one of you receives strength for this course and life generally as we navigate through this pandemic that is shaking our world today. Relax and enjoy the course! Exit Grid View List View BIO 220 Week 1 Discussion 2 What can you do to change your footprint (Note For those students using a Screen Reader, refer to the Directions for Screen Reader Users.) Excellent Point range: 90–100 Good Point range: 80–89 Fair Point range: 70–79 Poor Point range: 0–69 In 4 or 5 sentences, describe the anatomy of the basic unit of the nervous sytem, the neuron. Include each part of the neuron and a general overview of electrical impulse conduction, the pathway it travels, and the net result at the termination of the impulse. Be specific and provide examples. 12 (16%) – 13 (17.33%) The response accurately and clearly describes in detail the anatomy of the neuron. The response accurately and clearly describes in detail each part of the neuron, and it includes a detailed explanation of the general overview of electrical impulse conduction, the pathway it travels, and the net result at the termination of the impulse. Examples fully support the response provided. 11 (14.67%) – 11 (14.67%) The response accurately describes the anatomy of the neuron. The response accurately describes each part of the neuron, and it includes a general overview of electrical impulse conduction, the pathway it travels, and the net result at the termination of the impulse. Examples support the response provided. 10 (13.33%) – 10 (13.33%) The response provides an inaccurate or vague description of the anatomy of the neuron. The response inaccurately or vaguely describes each part of the neuron, and it includes an inaccurate or vague overview of electrical impulse conduction, the pathway it travels, and the net result at the termination of the impulse. Examples vaguely support the response provided. 0 (0%) – 9 (12%) The response provides an inaccurate or incomplete description of the anatomy of the neuron, or is missing. The response inaccurately or incompletely describes each part of the neuron, and it includes an inaccurate or vague overview of electrical impulse conduction, the pathway it travels, and the net result at the termination of the impulse, or is missing. Examples do not support the response provided, or is missing. Answer the following (listing is acceptable for these questions): a. What are the major components that make up the subcortical structures? b. Which component plays a role in learning, memory, and addiction? c. What are the two key neurotransmitters located in the nigra striatal region of the brain that play a major role in motor control? 12 (16%) – 13 (17.33%) The response accurately and clearly details the major components that make up the subcortical structures. The response accurately and clearly details which component plays a role in learning, memory, and addiction. The response accurately and clearly identifies the two neurotransmitters located in the nigra striatal region of the brain that play a major role in motor control. 11 (14.67%) – 11 (14.67%) The response accurately identifies the major components that make up the subcortical structures. The response accurately identifies which component plays a role in learning, memory, and addiction. The response accurately identifies the two neurotransmitters located in the nigra striatal region of the brain that play a major role in motor control. 10 (13.33%) – 10 (13.33%) The response inaccurately identifies the major components that make up the subcortical structures. The response inaccurately identifies which component plays a role in learning, memory, and addiction. The response inaccurately identifies two neurotransmitters located in the nigra striatal region of the brain that play a major role in motor control. 0 (0%) – 9 (12%) The response inaccurately and incompletely identifies the major components that make up the subcortical structures, or is missing. The response inaccurately and incompletely identifies which component plays a role in learning, memory, and addiction, or is missing. The response inaccurately and incompletely identifies two neurotransmitters in the nigra striatal region of the brain that play a major role in motor control, or is missing. In 3 or 4 sentences, explain how glia cells function in the central nervous system. Be specific and provide examples. 12 (16%) – 13 (17.33%) The response accurately and clearly explains in detail how glia cells function in the central nervous system. Examples fully support the response provided. 11 (14.67%) – 11 (14.67%) The response accurately explains how glia cells function in the central nervous system. Examples support the response provided. 10 (13.33%) – 10 (13.33%) The response inaccurately or vaguely explains how glia cells function in the central nervous system. Examples inaccurately or vaguely support the response provided. 0 (0%) – 9 (12%) The response inaccurately and vaguely explains how glia cells function in the central nervous system, or is missing. Examples do not support the response provided, or is missing. The synapse is an area between two neurons that allows for chemical communication. In 3 or 4 sentences, explain what part of the neurons are communicating with each other and in which direction does this communication occur? Be specific. 12 (16%) – 13 (17.33%) The response accurately and clearly explains in detail the part of the neurons that communicate with each other and the direction in which this communication occurs. 11 (14.67%) – 11 (14.67%) The response accurately explains the part of the neurons that communicate with each other and the direction in which this communication occurs. 10 (13.33%) – 10 (13.33%) The response inaccurately or vaguely explains the part of the neurons that communicate with each other and the direction in which this communication occurs. 0 (0%) – 9 (12%) The response inaccurately and vaguely explains the part of the neurons that communicate with each other and the direction in which this communication occurs, or is missing. In 3–5 sentences, explain the concept of “neuroplasticity.” Be specific and provide examples. 12 (16%) – 13 (17.33%) The response accurately and clearly explains in detail the concept of neuroplasticity. Examples provided fully support the response provided. 11 (14.67%) – 11 (14.67%) The response accurately explains the concept of neuroplasticity. Examples provided support the response provided. 10 (13.33%) – 10 (13.33%) The response inaccurately or vaguely explains the concept of neuroplasticity. Examples inaccurately or vaguely support the response provided. 0 (0%) – 9 (12%) The response inaccurately and vaguely explains the concept of neuroplasticity, or is missing. Examples do not support the response provided, or is missing. Written Expression and Formatting – English writing standards: Correct grammar, mechanics, and proper punctuation 5 (6.67%) – 5 (6.67%) Uses correct grammar, spelling, and punctuation with no errors. 4 (5.33%) – 4 (5.33%) Contains a few (1 or 2) grammar, spelling, and punctuation errors. 3.5 (4.67%) – 3.5 (4.67%) Contains several (3 or 4) grammar, spelling, and punctuation errors. 0 (0%) – 2 (2.67%) Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding. Written Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, 5 (6.67%) – 5 (6.67%) Uses correct APA format with no errors. 4 (5.33%) – 4 (5.33%) Contains a few (1 or 2) APA format errors. 3.5 (4.67%) – 3.5 (4.67%) Contains several (3 or 4) APA format errors. 0 (0%) – 2 (2.67%) Contains many (≥ 5) APA format errors. parenthetical/in-text citations, and reference list. Total Points: 75
The measurement, the breakdown and the plan
- 01A completed personal footprint assessment using the linked calculator.
- 02The reported result of that assessment.
- 03The factors that had the most effect on your footprint.
- 04What you can do to change your footprint.
- 05For screen reader users, the alternative directions the course supplies.
Result, dominant factor, proportionate changes
The result
Report the number, the units, the calculator used and the date, plus a comparison to an average.
The dominant factors
Identify which categories drove the total and by roughly how much, leading with anything surprising.
Proportionate changes
Propose two changes aimed at your largest category, with the effect each would have.
Constraints and caveats
Say which high-leverage options are unavailable to you, and note the limits of footprint estimation.
Where footprint data and context come from
Recommended databases
- The carbon calculator linked in the assignment, plus one alternative for comparison
- Global Footprint Network, for the ecological footprint framing and national comparisons
- National energy and transport agency data, for emissions by activity
- Your course materials, including the screen reader directions if you need them
Search sequence
- 1.Complete the linked calculator and record the total, the units and the per-category breakdown.
- 2.Run one alternative calculator and note how much the two differ, which is your caveat.
- 3.Find a national or global average footprint figure to give your number context.
- 4.For your largest category, find an estimate of what a specific change actually saves.
- 5.Check your course's length and source requirements before posting.
Reference shortlist
These are authoritative starting points, not a ready-made bibliography. A qualified reviewer must confirm that each source fits the assignment and supports the claim beside which it is cited.
Nothing here is cleared for citation until you have read it.
- 01
Ecological Footprint
Global Footprint Network · 2025
Explains what a footprint measures and against what benchmark, which is where the comparison for your own number comes from.
- 02
Climate Change - NASA Science
NASA · 2025
Context for why the total matters at all, and a reliable source if your course requires the post to cite scientific rather than advocacy material.
- 03
Time lags in environmental governance: A critical review
PubMed Central · 2025
Useful if you want to make the point that individual footprints sit inside a collective problem, and that the delay is in governance rather than in personal willingness.
Review before submission
Common mistakes
- Describing the result qualitatively instead of reporting the number and units.
- Reporting only the total and ignoring the category breakdown.
- Listing generic actions that address a small share of your own total.
- Proposing changes that are not available to you, without saying so.
- Treating the calculator's output as an exact measurement.
- Omitting the calculator's name and date, which makes the number uncheckable.
- Writing a post shorter than the course's stated minimum for an initial response.
Submission checklist
- The result appears as a number with units.
- The calculator used is named.
- The largest category is identified with its approximate share.
- At least two proposed changes target that largest category.
- Each change has an estimated effect attached.
- At least one constraint on action is acknowledged honestly.
- The estimate is described as comparative rather than exact.
Use this guide to plan and review your own work. Follow your institution's rules and read our academic-integrity policy.
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