1) Matter cycles through biogeochemical cycles within and between ecosystems, powered by the flow of energy. Elements are recycled through biological, geological, and chemical processes and are never created or destroyed.
2) The key biogeochemical cycles that sustain life are the water, carbon, nitrogen, oxygen, and phosphorus cycles. Water cycles through evaporation and precipitation between the atmosphere, land, and oceans. Carbon, nitrogen, and phosphorus cycle between organisms and the environment through photosynthesis, respiration, and decomposition.
3) Nutrient availability can limit an ecosystem's primary productivity if one nutrient such as nitrogen or phosphorus is in short supply. Fertilizers are used to increase nutrient levels and crop yields in
In Earth science, a biogeochemical cycle or substance turnover or cycling of substances is a pathway by which a chemical substance moves through both the biotic (biosphere) and abiotic (lithosphere, atmosphere, and hydrosphere) components of Earth.
Carbon is the fundamental component of all organic compounds. It is one of the primary elements of life, involved in the fixation of energy by photosynthesis. The biosphere includes a complex mixture of carbon compounds. They are originated, transformed and decomposed within this sphere. This module highlights the importance of carbon on the globe.
In Earth science, a biogeochemical cycle or substance turnover or cycling of substances is a pathway by which a chemical substance moves through both the biotic (biosphere) and abiotic (lithosphere, atmosphere, and hydrosphere) components of Earth.
Carbon is the fundamental component of all organic compounds. It is one of the primary elements of life, involved in the fixation of energy by photosynthesis. The biosphere includes a complex mixture of carbon compounds. They are originated, transformed and decomposed within this sphere. This module highlights the importance of carbon on the globe.
More advanced treatise of the carbon and nitrogen cycles. Could be useful for teachers who have limited science background or for students in upper middle or high school.
this presentation is all about the biogeochemical cycle. but sadly, i only include the Water Cycle and Carbon cycle because I were assign to present this in front of my classmates.
I hope I can help you all regarding this topic. that's all thank you . Like. Comment and Share tHanks. ! Godbless y'll. :)
In this presentations, structure of ecosystems, food chain, food web, ecological pyramids, energy flow, biogeochemical cycles of nitrogen and phosphorus is explained.
More advanced treatise of the carbon and nitrogen cycles. Could be useful for teachers who have limited science background or for students in upper middle or high school.
this presentation is all about the biogeochemical cycle. but sadly, i only include the Water Cycle and Carbon cycle because I were assign to present this in front of my classmates.
I hope I can help you all regarding this topic. that's all thank you . Like. Comment and Share tHanks. ! Godbless y'll. :)
In this presentations, structure of ecosystems, food chain, food web, ecological pyramids, energy flow, biogeochemical cycles of nitrogen and phosphorus is explained.
A presentation on biogeochemistry and its history. It also includes the basic biogeochemical cycle of the ocean and its diagram. The importance of the cycle.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2. Lesson Overview
Cycles of Matter
THINK ABOUT IT
A handful of elements combine to form the building blocks of all
known organisms.
Organisms cannot manufacture these elements and do not “use
them up,” so where do essential elements come from?
How does their availability affect ecosystems?
3. Lesson Overview
Cycles of Matter
Recycling in the Biosphere
How does matter move through the biosphere?
4. Lesson Overview
Cycles of Matter
Recycling in the Biosphere
How does matter move through the biosphere?
Unlike the one-way flow of energy, matter is recycled within and between
ecosystems.
5. Lesson Overview
Cycles of Matter
Recycling in the Biosphere
Unlike the one-way flow of energy, matter is recycled within and between
ecosystems.
Elements pass from one organism to another and among parts of the
biosphere through closed loops called biogeochemical cycles, which are
powered by the flow of energy.
6. Lesson Overview
Cycles of Matter
Recycling in the Biosphere
Biogeochemical cycles of matter involve biological processes, geological
processes, and chemical processes.
As matter moves through these cycles, it is never created or destroyed—
just changed.
7. Lesson Overview
Cycles of Matter
Biological Processes
Biological processes consist of any and all activities performed by living
organisms.
These processes include eating, breathing, “burning” food, and
eliminating waste products.
8. Lesson Overview
Cycles of Matter
Geological Processes
Geological processes include volcanic eruptions, the formation and
breakdown of rock, and major movements of matter within and below
the surface of the earth.
9. Lesson Overview
Cycles of Matter
Chemical and Physical Processes
Chemical and physical processes include the formation of clouds and
precipitation, the flow of running water, and the action of lightning.
10. Lesson Overview
Cycles of Matter
Human Activity
Human activities that affect cycles of matter on a global scale include
the mining and burning of fossil fuels, the clearing of land for building
and farming, the burning of forests, and the manufacture and use of
fertilizers.
11. Lesson Overview
Cycles of Matter
Recycling in the Biosphere
Biogeochemical cycles of matter pass the same atoms and molecules
around again and again.
13. Lesson Overview
Cycles of Matter
The Water Cycle
How does water cycle through the biosphere?
Water continuously moves between the oceans, the atmosphere, and land
—sometimes outside living organisms and sometimes inside them.
14. Lesson Overview
Cycles of Matter
The Water Cycle
Water molecules typically enter the atmosphere as water vapor when they
evaporate from the ocean or other bodies of water.
Water can also enter the atmosphere by evaporating from the leaves of
plants in the process of transpiration.
15. Lesson Overview
Cycles of Matter
The Water Cycle
If the air carrying it cools, water vapor condenses into tiny droplets that
form clouds.
When the droplets become large enough, they fall to Earth’s surface as
precipitation in the form of rain, snow, sleet, or hail.
16. Lesson Overview
Cycles of Matter
The Water Cycle
On land, some precipitation flows along the surface in what scientists call
runoff, until it enters a river or stream that carries it to an ocean or lake.
Precipitation can also be absorbed into the soil, and is then called
groundwater.
17. Lesson Overview
Cycles of Matter
The Water Cycle
Groundwater can enter plants through their roots, or flow into rivers,
streams, lakes, or oceans.
Some groundwater penetrates deeply enough into the ground to become
part of underground reservoirs.
18. Lesson Overview
Cycles of Matter
Nutrient Cycles
What is the importance of the main nutrient cycles?
19. Lesson Overview
Cycles of Matter
Nutrient Cycles
What is the importance of the main nutrient cycles?
Every organism needs nutrients to build tissues and carry out life functions.
Like water, nutrients pass through organisms and the environment through
biogeochemical cycles.
The three pathways, or cycles, that move carbon, nitrogen, and
phosphorus through the biosphere are especially critical for life
20. Lesson Overview
Cycles of Matter
Nutrient Cycles
The chemical substances that an organism needs to sustain life are called
nutrients.
Every organism needs nutrients to build tissues and carry out life functions.
Nutrients pass through organisms and the environment through
biogeochemical cycles.
21. Lesson Overview
Cycles of Matter
Nutrient Cycles
Oxygen participates in parts of the carbon, nitrogen, and phosphorus
cucles by combining with these elements and cycling with them through
parts of their journeys.
Oxygen gas in the atmosphere is released by one of the most important
of all biological activities: photosynthesis.
Oxygen is used in respiration by all multicellular forms of life, and many
single-celled organisms as well.
22. Lesson Overview
Cycles of Matter
The Carbon Cycle
Carbon is a major component of all organic compounds, including
carbohydrates, lipids, proteins, and nucleic acids.
23. Lesson Overview
Cycles of Matter
The Carbon Cycle
Carbon dioxide is continually exchanged through chemical and physical
processes between the atmosphere and oceans.
24. Lesson Overview
Cycles of Matter
The Carbon Cycle
Plants take in carbon dioxide during photosynthesis and use the carbon
to build carbohydrates.
Carbohydrates then pass through food webs to consumers.
25. Lesson Overview
Cycles of Matter
The Carbon Cycle
Organisms release carbon in the form of carbon dioxide gas by
respiration.
26. Lesson Overview
Cycles of Matter
The Carbon Cycle
When organisms die, decomposers break down the bodies, releasing
carbon to the environment.
27. Lesson Overview
Cycles of Matter
The Carbon Cycle
Geologic forces can turn accumulated carbon into carbon-containing
rocks or fossil fuels.
28. Lesson Overview
Cycles of Matter
The Carbon Cycle
Carbon dioxide is released into the atmosphere by volcanic activity or by
human activities, such as the burning of fossil fuels and the clearing and
burning of forests.
29. Lesson Overview
Cycles of Matter
The Carbon Cycle
Important questions remain about the carbon cycle.
How much carbon moves through each pathway?
How do ecosystems respond to changes in atmospheric carbon dioxide
concentration?
30. Lesson Overview
Cycles of Matter
The Nitrogen Cycle
All organisms require nitrogen to make amino acids, which are used to
build proteins and nucleic acids, which combine to form DNA and RNA.
31. Lesson Overview
Cycles of Matter
The Nitrogen Cycle
Nitrogen gas (N2) makes up 78 percent of Earth’s atmosphere.
32. Lesson Overview
Cycles of Matter
The Nitrogen Cycle
Nitrogen-containing substances such as ammonia (NH3), nitrate ions
(NO3), and nitrite ions (NO2) are found in soil, in the wastes produced by
many organisms, and in dead and decaying organic matter.
33. Lesson Overview
Cycles of Matter
The Nitrogen Cycle
Dissolved nitrogen exists in several forms in the ocean and other large
water bodies.
34. Lesson Overview
Cycles of Matter
The Nitrogen Cycle
Although nitrogen gas is the most abundant form of nitrogen on Earth,
only certain types of bacteria that live in the soil and on the roots of
legumes can use this form directly.
The bacteria convert nitrogen gas into ammonia, in a process known as
nitrogen fixation.
35. Lesson Overview
Cycles of Matter
The Nitrogen Cycle
Other soil bacteria convert fixed nitrogen into nitrates and nitrites that
primary producers can use to make proteins and nucleic acids.
36. Lesson Overview
Cycles of Matter
The Nitrogen Cycle
Consumers eat the producers and reuse nitrogen to make their own
nitrogen-containing compounds.
37. Lesson Overview
Cycles of Matter
The Nitrogen Cycle
Decomposers release nitrogen from waste and dead organisms as
ammonia, nitrates, and nitrites that producers may take up again.
38. Lesson Overview
Cycles of Matter
The Nitrogen Cycle
Other soil bacteria obtain energy by converting nitrates into nitrogen
gas, which is released into the atmosphere in a process called
denitrification.
39. Lesson Overview
Cycles of Matter
The Nitrogen Cycle
A small amount of nitrogen gas is converted to usable forms by lightning
in a process called atmospheric nitrogen fixation.
40. Lesson Overview
Cycles of Matter
The Nitrogen Cycle
Humans add nitrogen to the biosphere through the manufacture and use
of fertilizers. Excess fertilizer is often carried into surface water or
groundwater by precipitation.
41. Lesson Overview
Cycles of Matter
The Phosphorus Cycle
Phosphorus forms a part of vital molecules such as DNA and RNA.
Although phosphorus is of great biological importance, it is not abundant
in the biosphere.
42. Lesson Overview
Cycles of Matter
The Phosphorus Cycle
Phosphorus in the form of inorganic phosphate remains mostly on land,
in the form of phosphate rock and soil minerals, and in the ocean, as
dissolved phosphate and phosphate sediments.
43. Lesson Overview
Cycles of Matter
The Phosphorus Cycle
As rocks and sediments wear down, phosphate is released.
Some phosphate stays on land and cycles between organisms and soil.
44. Lesson Overview
Cycles of Matter
The Phosphorus Cycle
Plants bind phosphate into organic compounds when they absorb it from
soil or water.
45. Lesson Overview
Cycles of Matter
The Phosphorus Cycle
Organic phosphate moves through the food web, from producers to
consumers, and to the rest of the ecosystem.
46. Lesson Overview
Cycles of Matter
The Phosphorus Cycle
Other phosphate washes into rivers and streams, where it dissolves.
This phosphate eventually makes its way to the ocean, where marine
organisms process and incorporate it into biological compounds.
47. Lesson Overview
Cycles of Matter
Nutrient Limitation
How does nutrient availability relate to the primary productivity of an
ecosystem?
48. Lesson Overview
Cycles of Matter
Nutrient Limitation
How does nutrient availability relate to the primary productivity of an
ecosystem?
If ample sunlight and water are available, the primary productivity of an
ecosystem may be limited by the availability of nutrients.
49. Lesson Overview
Cycles of Matter
Nutrient Limitation
Ecologists are often interested in an ecosystem’s primary productivity—the
rate at which primary producers create organic material.
If an essential nutrient is in short supply, primary productivity will be limited.
The nutrient whose supply limits productivity is called the limiting nutrient.
50. Lesson Overview
Cycles of Matter
Nutrient Limitation in Soil
The growth of crop plants is typically limited by one or more nutrients
that must be taken up by plants through their roots.
Most fertilizers contain large amounts of nitrogen, phosphorus, and
potassium, which help plants grow better in poor soil. Carbon is not
included in chemical fertilizers because plants acquire carbon dioxide
from the atmosphere.
Micronutrients such as calcium, magnesium, sulfur, iron, and
manganese are necessary in relatively small amounts, and are
sometimes included in specialty fertilizers.
51. Lesson Overview
Cycles of Matter
Nutrient Limitation in Soil
All nutrient cycles work together like
the gears shown.
If any nutrient is in short supply—if
any wheel “sticks”—the whole
system slows down or stops
altogether.
52. Lesson Overview
Cycles of Matter
Nutrient Limitation in Aquatic
Ecosystems
Oceans are nutrient-poor compared to many land areas.
In the ocean and other saltwater environments, nitrogen is often the
limiting nutrient.
In streams, lakes, and freshwater environments, phosphorus is typically
the limiting nutrient.
53. Lesson Overview
Cycles of Matter
Nutrient Limitation in Aquatic
Ecosystems
Sometimes an aquatic ecosystem receives a large input of a limiting
nutrient—for example, runoff from heavily fertilized fields.
54. Lesson Overview
Cycles of Matter
Nutrient Limitation in Aquatic
Ecosystems
The result of this runoff can be an algal bloom—a dramatic increase in
the amount of algae and other primary producers due to the increase in
nutrients.
If there are not enough consumers to eat the algae, an algal bloom can
cover the water’s surface and disrupt the functioning of an ecosystem.