1. Ecosystems are sustained by energy flow from the sun through photosynthesis and nutrient cycling, while gravity holds the atmosphere.
2. Producers use photosynthesis, consumers eat producers or each other, and decomposers recycle nutrients.
3. Human activities like deforestation and fossil fuel use disrupt nutrient cycles and energy flow, reducing biodiversity and accelerating climate change.
I didn't make this powerpoint, this is from my IB Biology teacher but it's one of the only topics I actually really enjoyed sooo I'm putting it up, ^_^
In this presentations, structure of ecosystems, food chain, food web, ecological pyramids, energy flow, biogeochemical cycles of nitrogen and phosphorus is explained.
I didn't make this powerpoint, this is from my IB Biology teacher but it's one of the only topics I actually really enjoyed sooo I'm putting it up, ^_^
In this presentations, structure of ecosystems, food chain, food web, ecological pyramids, energy flow, biogeochemical cycles of nitrogen and phosphorus is explained.
Bio 107 General Ecology
Objectives:
Identify and describe
the flow of nutrients in
each biogeochemical
cycle.
Explain the impact
that humans have on
the biogeochemical
cycles.
Biogeochemical cycle, any of the natural pathways by which essential elements of living matter are circulated. The term biogeochemical is a contraction that refers to the consideration of the biological, geological, and chemical aspects of each cycle.
This is the lesson - 2 of the course; 'Foundation of Environmental Management' taught at the Faculty of Social Sciences and Humanities of the Rajarata University of Sri Lanka
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. :)
Bio 107 General Ecology
Objectives:
Identify and describe
the flow of nutrients in
each biogeochemical
cycle.
Explain the impact
that humans have on
the biogeochemical
cycles.
Biogeochemical cycle, any of the natural pathways by which essential elements of living matter are circulated. The term biogeochemical is a contraction that refers to the consideration of the biological, geological, and chemical aspects of each cycle.
This is the lesson - 2 of the course; 'Foundation of Environmental Management' taught at the Faculty of Social Sciences and Humanities of the Rajarata University of Sri Lanka
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. :)
This files contains the introduction of environment and it's component. There are three important constituents of environment which are physical, biological, social. Physical has three parts which are atmosphere, hydrosphere, lithosphere. Biological constituents has also three types which is consumes, producers, decomposers.
Social constituents has 4 important zones which are atmosphere, hydrosphere, lithosphere and biosphere.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
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.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
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.
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.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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.
2. Core Case Study: Tropical Rain Forests
Are Disappearing
• Cover about 2% of the earth’s land surface
• Contain about 50% of the world’s known plant and
animal species
• Disruption will have three major harmful effects
• Reduce biodiversity
• Accelerate global warming
• Change regional weather patterns
4. The Earth’s Life-Support System Has
Four Major Components
• Atmosphere
• Air
• Hydrosphere
• Water
• Geosphere
• Crust, mantle, core
• Biosphere
• Everywhere that living organisms occur
7. Three Factors Sustain Life on Earth
• One-way flow of high-quality energy:
• Sun → plants → living things → environment as heat →
radiation to space
• Cycling of nutrients through parts of the biosphere
• Gravity holds earths atmosphere
8. Sun, Earth, Life, and Climate
• Sun: UV, visible, and IR energy
• Radiation
• Absorbed by ozone and other atmosphere gases
• Absorbed by the earth
• Reflected by the earth
• Radiated by the atmosphere as heat
• Natural greenhouse effect
10. Ecologists Study Interactions in Nature
• Ecology: how organisms interact with each other and
their nonliving environment
• Organisms: individual of a species
• Populations: organisms of the same species in the
same place
• Communities: different populations interacting in
the same place
• Ecosystems: community interacting with the physical
environment
• Biosphere: everywhere that life occurs
12. Ecosystems Have Living and
Nonliving Components
• Abiotic
• Water
• Air
• Nutrients
• Rocks
• Heat
• Solar energy
• Biotic
• Living and once living
13. Major Biotic and Abiotic Components of an Ecosystem
Fig. 3-6, p. 59
14. Producers and Consumers Are the Living
Components of Ecosystems (1)
• Producers, autotrophs (make their own food)
• Photosynthesis:
• CO2 + H2O + sunlight → glucose + oxygen
• Chemosynthesis
• Process used to gain energy and nutrients in more
extreme environments
• Consumers, heterotrophs (have to eat)
• Primary consumers = herbivores
• Secondary consumers
• Tertiary consumers
• Carnivores, Omnivores
17. Producers and Consumers Are the Living
Components of Ecosystems (2)
• Decomposers
• Consumers that release nutrients
• Bacteria
• Fungi
• Don’t have mouths
• Detritivores
• Feed on dead bodies of other organisms
• Earthworms
• Vultures
• Have mouths
20. Producers and Consumers Are the Living
Components of Ecosystems (3)
• Aerobic respiration
• Using oxygen to turn glucose back to carbon dioxide
and water
• Requires oxygen
• Anaerobic respiration = fermentation
• End products are carbon compounds such as methane
or acetic acid
• Does not require oxygen
21. Energy Flow and Nutrient Cycling
• One-way energy flow from sun
• Nutrient cycling of key materials
22. Science Focus: Many of the World’s Most
Important Species Are Invisible to Us
Microorganisms
• Bacteria
• Protozoa
• Fungi
23. Energy Flows Through Ecosystems in
Food Chains and Food Webs
• Food chain
• Movement of energy and nutrients from one trophic
level to the next
• Photosynthesis → feeding → decomposition
• Food web
• Network of interconnected food chains
26. Usable Energy Decreases with Each
Link in a Food Chain or Web
• Biomass
• Dry weight of all organic matter of a given trophic
level in a food chain or food web
• Decreases at each higher trophic level due to heat
loss
• Pyramid of energy flow
• 90% of energy lost with each transfer
• Less chemical energy for higher trophic levels
28. Some Ecosystems Produce Plant
Matter Faster Than Others Do
• Gross primary productivity (GPP)
• Rate at which an ecosystem’s producers convert solar
energy to chemical energy and biomass
• Kcal/m2/year
• Net primary productivity (NPP)
• Rate at which an ecosystem’s producers convert solar
energy to chemical energy, minus the rate at which
producers use energy for aerobic respiration
• Ecosystems and life zones differ in their NPP
30. Nutrients Cycle in the Biosphere
• Biogeochemical cycles, nutrient cycles
• Hydrologic
• Carbon
• Nitrogen
• Phosphorus
• Sulfur
• Nutrients may remain in a reservoir for a period of
time
31. Water Cycles through the Biosphere
• Natural renewal of water quality: three major processes
• Evaporation
• Precipitation
• Transpiration (evaporation from producers)
• Alteration of the hydrologic cycle by humans
• Withdrawal of large amounts of freshwater at rates faster than
nature can replace it
• Clearing vegetation
• Increased flooding when wetlands are drained
35. Science Focus: Water’s Unique
Properties
• Properties of water due to hydrogen bonds between
water molecules:
• Exists as a liquid over a large range of temperature
• Changes temperature slowly
• High boiling point: 100˚C
• Adhesion (attaches to other things) and
cohesion (attaches to other water molecules)
• Expands as it freezes
• Solvent (allows things to go into solution)
• Filters out harmful UV
38. Carbon Cycle Depends on
Photosynthesis and Respiration
• Link between photosynthesis in producers and
respiration in producers, consumers, and
decomposers
• Additional CO2 added to the atmosphere
• Tree clearing
• Burning of fossil fuels
• Warms the atmosphere
39. Natural Capital: Carbon Cycle with Major Harmful
Impacts of Human Activities
Fig. 3-19, p. 70
41. Nitrogen Cycles through the
Biosphere: Bacteria in Action (1)
• Nitrogen fixed by lightning
• The enormous energy of lightning breaks nitrogen molecules and
enables their atoms to combine with oxygen in the air forming
nitrogen oxides. These dissolve in rain, forming nitrates, that are
carried to the earth.
• Nitrogen fixed by bacteria and cyanobacteria
• Combine gaseous nitrogen with hydrogen to make ammonia (NH3)
and ammonium ions (NH4+)
• Nitrification
• Soil bacteria change ammonia and ammonium ions to nitrate ions
(NO3-)
• Denitrification
• Nitrate ions back to nitrogen gas
42. Nitrogen Cycles through the
Biosphere: Bacteria in Action (2)
• Human intervention in the nitrogen cycle
1. Additional NO and N2O in atmosphere from burning
fossil fuels; also causes acid rain
2. N2O to atmosphere from bacteria acting on
fertilizers and manure
3. Destruction of forest, grasslands, and wetlands
4. Add excess nitrates to bodies of water (leads to
eutrophication)
5. Remove nitrogen from topsoil
43. Nitrogen Cycle in a Terrestrial Ecosystem with Major
Harmful Human Impacts
Fig. 3-20, p. 71
44. Human Input of Nitrogen into the Environment
Supplement 9, Fig 16
45. Phosphorus Cycles through the
Biosphere
• Cycles through water, the earth’s crust, and living
organisms
• Limiting factor for plant growth
• Impact of human activities
1. Clearing forests
2. Removing large amounts of phosphate from the
earth to make fertilizers
3. Erosion leaches phosphates into streams
47. Sulfur Cycles through the Biosphere
• Sulfur found in organisms, ocean sediments, soil, rocks, and
fossil fuels
• SO2 (sulfur dioxide) in the atmosphere
• H2SO4 (sulfuric acid) and SO4- (sulfate)
• Human activities affect the sulfur cycle
• Burn sulfur-containing coal and oil
• Refine sulfur-containing petroleum
• Convert sulfur-containing metallic mineral ores
48. Natural Capital: Sulfur Cycle with Major Harmful
Impacts of Human Activities
Fig. 3-22, p. 74
49. Some Scientists Study Nature Directly
• Field research: “muddy-boots biology”
• New technologies available
• Remote sensors
• Geographic information system (GIS) software
• Digital satellite imaging
• 2005, Global Earth Observation System of Systems (GEOSS)
• This ‘system of systems’ will proactively link together existing
and planned observing systems around the world and support
the development of new systems where gaps currently exist.
50. Science Focus: Satellites, Google Earth,
and the Environment
• Satellites as remote sensing devices
• Google Earth software allows you to view anywhere
on earth, including 3-D
• Satellites can collect data from anywhere in the
world
52. Some Scientists Study Ecosystems
in the Laboratory
• Simplified systems carried out in
• Culture tubes and bottles
• Aquaria tanks
• Greenhouses
• Indoor and outdoor chambers
• Supported by field research
• Issues?
53. Some Scientists Use Models to
Simulate Ecosystems
• Mathematical and other models
• Computer simulations and projections
• Field and laboratory research needed for baseline
data
• Issues?
54. We Need to Learn More about the
Health of the World’s Ecosystems
• Determine condition of the world’s ecosystems
• More baseline data needed
55. Three Big Ideas
1. Life is sustained by the flow of energy from the sun
through the biosphere, the cycling of nutrients
within the biosphere, and gravity.
2. Some organisms produce the nutrients they need,
others survive by consuming other organisms, and
some recycle nutrients back to producer organisms.
3. Human activities are altering the flow of energy
through food chains and webs and the cycling of
nutrients within ecosystems and the biosphere.
Editor's Notes
Figure 3.1: Natural capital degradation. This satellite image shows the loss of topical rain forest, cleared for farming, cattle grazing, and settlements, near the Bolivian city of Santa Cruz between June 1975 (left) and May 2003 (right).
Figure 3.2: Natural capital. This diagram illustrates the general structure of the earth, showing that it consists of a land sphere ( geosphere ), an air sphere ( atmosphere ), a water sphere ( hydrosphere ), and a life sphere ( biosphere ) ( Concept 3-1a ).
Figure 3.3: Natural capital. Land, air, water, and a variety of plants and animals sustain the earth’s diversity of life and human economies. (a) Land, air, water, and plants in Siberia
Figure 3.4: High-quality solar energy flows from the sun to the earth. As it interacts with the earth’s air, water, soil, and life, it is degraded into lower-quality energy (heat) that flows back into space.
Figure 3.5: This diagram illustrates some levels of the organization of matter in nature. Ecology focuses on the top five of these levels.
Figure 3.6: Key living and nonliving components of an ecosystem in a field are shown in this diagram.
Figure 3.7: Some producers live on land, such as this large tree and other plants in an Amazon rain forest ( Core Case study ) in Brazil (left). Others, such as green algae (right), live in water.
Figure 3.8: The giraffe (left) feeding on the leaves of a tree is an herbivore. The lions (right) are carnivores feeding on the dead body of a giraffe that they have killed.
Figure 3.9: This saddle fungus feeding on a dead tree (left) is a decomposer. Three vultures and two Marabou storks (right), classified as detritivores, are eating the carcass of an animal that was killed by other animals.
Figure 3.10: Various detritivores and decomposers (mostly fungi and bacteria) can “feed on” or digest parts of a log and eventually convert its complex organic chemicals into simpler inorganic nutrients that can be taken up by producers.
Figure 3.12: This diagram illustrates a food chain. The arrows show how the chemical energy in nutrients flows through various trophic levels in energy transfers; most of the energy is degraded to heat, in accordance with the second law of thermodynamics (see Chapter 2, p. 47). Question: Think about what you ate for breakfast. At what level or levels on a food chain were you eating?
Figure 3.13: This diagram illustrates a greatly simplified food web in the southern hemisphere. The shaded middle area shows a simple food chain. Its participants interact in feeding relationships to form the more complex food web shown here. Many more participants in the web, including an array of decomposer and detritus feeder organisms, are not shown here. Question: Can you imagine a food web of which you are a part? Try drawing a simple diagram of it.
Figure 3.14: This model is a generalized pyramid of energy flow that shows the decrease in usable chemical energy available at each succeeding trophic level in a food chain or web. The model assumes that with each transfer from one trophic level to another, there is a 90% loss in usable energy to the environment in the form of low-quality heat. (Calories and joules are used to measure energy. 1 kilocalorie = 1,000 calories = 4,184 joules.) Question: Why is a vegetarian diet more energy efficient than a meat-based diet?
Figure 3.15: The estimated annual average net primary productivity in major life zones and ecosystems is expressed in this graph as kilocalories of energy produced per square meter per year (kcal/m 2 /yr). Question: What are nature’s three most productive and three least productive systems? (Data from R. H. Whittaker, Communities and Ecosystems , 2nd ed., New York: Macmillan, 1975)
Figure 3.16: Natural capital. This diagram is a simplified model of the water cycle , or hydrologic cycle , in which water circulates in various physical forms within the biosphere. Major harmful impacts of human activities are shown by the red arrows and boxes. Question: What are three ways in which your lifestyle directly or indirectly affects the hydrologic cycle?
Figure 3.17: Hubbard glacier in the U.S. state of Alaska stores water for a long time as part of the hydrologic cycle. However, mostly because of recent atmospheric warming, many of the world’s glaciers are slowly melting .
Figure 3.18: Water flowing over the earth’s surfaces for millions of years played a major role in the formation of the Antelope Canyon in the U.S. state of Arizona .
Figure 6 Hydrogen bond: The slightly unequal sharing of electrons in the water molecule creates a molecule with a slightly negatively charged end and a slightly positively charged end. Because of this electrical polarity, the hydrogen atoms of one water molecule are attracted to the oxygen atoms in other water molecules. These fairly weak forces of attraction between molecules (represented by the dashed lines) are called hydrogen bonds.
Figure 3 This model illustrates how a salt dissolves in water.
Figure 3.19: Natural capital. This simplified model illustrates the circulation of various chemical forms of carbon in the global carbon cycle , with major harmful impacts of human activities shown by the red arrows. Question: What are three ways in which you directly or indirectly affect the carbon cycle?
Figure 14 This graph shows the atmospheric concentration of carbon dioxide (cO2) measured at a major atmospheric research center in Mauna Loa, Hawaii, 1960–2009. The annual fluctuation in CO2 values occurs because land plants take up varying amounts of CO2 in different seasons. (Data from Scripps Institute of Oceanography, 2010, and U.S. Energy Information Agency, 2010)
Figure 3.20: Natural capital. This diagram is a simplified model of the circulation of various chemical forms of nitrogen in the nitrogen cycle in a terrestrial ecosystem, with major harmful human impacts shown by the red arrows. Question: What are three ways in which you directly or indirectly affect the nitrogen cycle?
Figure 16 Global trends in the annual inputs of nitrogen into the environment from human activities, with projections to 2050, are shown in this graph. (Data from 2005 Millennium Ecosystem Assessmentt)
Figure 3.21: Natural capital. This is a simplified model of the circulation of various chemical forms of phosphorus (mostly phosphates) in the phosphorus cycle , with major harmful human impacts shown by the red arrows. Question: What are three ways in which you directly or indirectly affect the phosphorus cycle?
Figure 3.22: Natural capital. This is a simplified model of the circulation of various chemical forms of sulfur in the sulfur cycle , with major harmful impacts of human activities shown by the red arrows. Question: What are three ways in which your lifestyle directly or indirectly affects the sulfur cycle?
This is a satellite view of Jeddah, Saudi Arabia’s second largest city.