The carbon cycle describes the movement of carbon between the biosphere, geosphere, hydrosphere and atmosphere. Carbon is incorporated into living things through photosynthesis and returns to the atmosphere and water through respiration, combustion and decomposition. It can also be buried deep underground over millions of years and later released through events like volcanic eruptions. The cycling of carbon is crucial for supporting life and regulating Earth's climate.
Carbon cycle ppt
definition of Carbon cycle ppt
types of Carbon cycle ppt
discovery of Carbon cycle ppt
importance of Carbon cycle ppt
steps of Carbon cycle ppt
carbon cycle in water
harmful effect of Carbon cycle ppt
Carbon cycle ppt
definition of Carbon cycle ppt
types of Carbon cycle ppt
discovery of Carbon cycle ppt
importance of Carbon cycle ppt
steps of Carbon cycle ppt
carbon cycle in water
harmful effect of Carbon cycle ppt
Ecological Succession is the process of change in the species structure of an ecological community over a period of time.
But, over a long period of time, the climate conditions of an ecosystem is bound to change.
No ecosystem has existed or will remain unchanged over a Geological Time Scale.
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.
Ecological Succession is the process of change in the species structure of an ecological community over a period of time.
But, over a long period of time, the climate conditions of an ecosystem is bound to change.
No ecosystem has existed or will remain unchanged over a Geological Time Scale.
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.
Carbon is an essential element for all life forms on Earth. Whether these life forms
take in carbon to help manufacture food or release carbon as part of respiration, the
intake and output of carbon is a component of all plant and animal life.
The carbon cycle is vital to life on Earth. Nature tends to keep carbon levels balanced,
meaning that the amount of carbon naturally released from reservoirs is equal to the
amount that is naturally absorbed by reservoirs. Maintaining this carbon balance
allows the planet to remain hospitable for life. Scientists believe that humans have
upset this balance by burning fossil fuels, which has added more carbon to
the atmosphere than usual and led to climate change and global warming.
Ieas AlmoilyGO315Lab 8Primary carbon cycle process that occu.docxwilcockiris
Ieas Almoily
GO315
Lab 8
Primary carbon cycle process that occurs through photosynthesis, whereby the plants in the presence of the sunlight are able to combine carbon dioxide with other compounds such as hydrogen gas or water to carbohydrates which make up the plant tissues. In the process oxygen is released alone as the waste product of the process. The carbon stored in plant tissues or even animals can then be released back into the atmosphere through respiration which is basically through the aerobic or anaerobic processes. This means that the carbohydrate is Brocken down in the presence of enough oxygen to release carbon dioxide and water as the only end products.
Another primary carbon cycle process is through decomposition; it can also be termed as the decay of the animal or plant materials. This occurs after the organic matter of either the plant or animal matter is broken down by bacteria or fungi to simple elements of carbon as they feed on the decaying matter. The process in which the carbon cycle undergoes can also be in the form of ingestion which means the activity where mainly animals feed on other organisms to obtain nutrients in the form of carbohydrates. The carbon part of the carbohydrates becomes part of the animal body structure through assimilation. Carbon is also released back into the atmosphere through combustion, this is the process where the carbon containing organic materials are burnt or oxidized to release only water and carbon dioxide as the end products. For instance, burning of fossil fuels.
In the earths biosphere carbon only exists as carbon complex compounds in form of organic matter that makes up organisms such as carbohydrates proteins and fats or cellulose in plants. In the geosphere the carbon mainly exists in gaseous form which is mainly in the form of carbon dioxide or carbon monoxide.
There are four carbon reservoirs which are linked through sort of links of exchange among them. The reservoirs are the atmosphere, the terrestrial biosphere, the ocean and the sediments. Carbon exists in the atmosphere in form of carbon dioxide gas, it is then linked to the terrestrial environment by being dissolved in soil components.it is then found in the ocean through absorption since it is soluble in water. The sediments are the fossil fuels at the bottom of the ocean which are mainly composed of carbon elements.
Examples of the timescale at which carbon moves through the earth’s geosphere and biosphere. The carbon stored in the soil can remain there for thousands of years before being dissolved in water and washed down rivers or through erosion. For instance, from the year 1989 to 2008 soil respiration rose by about 0.1% a year.
The negative effects of the feedback of the carbon cycle result from the disturbance of the carbon cycle by mainly human through industrial processes which in one way or another causes an alteration in one of the carbon reservoirs. Such as excessive mining of coal and oil leading to an in.
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.
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.
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.
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.
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
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
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
2. CARBON
Carbon is virtually important
molecule in the carbon cycle.
Proteins, nucleic acids, lipids,
carbohydrates, and other
molecules essential to life
contain carbon.
3. Carbon is present in the atmosphere
as the gas carbon dioxide (CO2),
which makes up approximately 0.04%
of the atmosphere.
It is also present in the ocean and
fresh water as dissolved carbon
dioxide. Carbons are also present in
rocks such as limestone (CaCO3).
6. The global movement of
carbon between the abiotic
environment, including the
atmosphere and ocean, and
organisms is known as the
CARBON CYCLE.
7.
8. Step 1: PHOTOSYNTHESIS
During photosynthesis, plants, algae,
and cyanobacteria remove Carbon
dioxide from the air and fix, or
incorporate it into complex organic
compounds such as glucose.
Photosynthesis incorporates carbon
from the abiotic into the biological
compounds of producers.
9.
10. Step 2: DECOMPOSITION, ANIMAL & PLANT RESPIRATION, SOIL
MICROORGANISMRESPIRATION.
Many of the compounds are used as fuel for
cellular respiration by the producer that made
them, by a consumer that eats producer, or by
a decomposer that breaks down the remains of
the producer or consumer.
The process of a cellular respiration returns
CO2 to the atmosphere. A similar carbon cycle
occurs in aquatic ecosystems between aquatic
organisms and dissolved CO2 in water.
11.
12. The process of photosynthesis
incorporates the carbon atoms from
carbon dioxide into sugars.
Animals eat the plants and use the
carbon to build their own tissues.
Carnivores eat these animals and then
use the carbon for their own needs.
These animals return carbon dioxide
into the air when they breathe, and
when they die,the carbon is returned
to the soil during decomposition.
13. Step 3: PARTLY DECOMPOSED PLANT
REMAINS (COAL)
Millions of years ago vast
coal beds formed from the
bodies of ancient trees that
were buried and subjected to
anaerobic conditions before
they had fully decayed.
14.
15. Step 4: MARINEPLANKTONREMAINS
The oils of unicellular marine organisms
probably gave rise to the underground
deposits of oil and natural gas that
accumulated in the geologic past.
Coal, oil, and natural gas, called
fossil fuels because they formed
from the remains of ancient
organisms. Fossil fuels are non-
renewable resources. The Earth has
a finite or limited supply of these
resources.
16. Step 5: COMBUSTION(HUMAN& NATURAL)
The process of burning or
combustion, may return the carbon in
oil, coal, natural gas, and wood to the
atmosphere.
In combustion, organic molecules are
rapidly oxidized (combined with
oxygen) and converted to carbon
dioxide and water with release of
light and heat.
17. Step 6: BURIAL AND COMPACTION TO FORM ROCK
(LIMESTONE)
An even greater amount of carbon
that is stored for millions of
years is incorporated into the
shells of marine organisms.
When these organisms die, their
shells sink to the ocean floor and
sediments cover them forming
cemented together to form
limestone.
18. Step 7: EROSIONOF LIMESTONE TO FORM
DISSOLVED CO2
When the process of geologic
uplift expose limestone, chemical
and physical weathering
processes slowly erode it away.
This returns carbon to the water
and atmosphere where it is
available to participate in the
carbon cycle once again.
19.
20. Thus, photosynthesis removes
carbon from the abiotic
environment and incorporate it
into biological molecules.
While, Cellular respiration,
combustion, and erosion of
limestone return carbon to the
water and atmosphere of the
abiotic environment.
21. Why carbon cycle is important?
Many elements have cycle, but the cycling of
carbon atoms is particularly important
because:-
Through photosynthesis and respiration, it is
the way the earth produces food and other
renewal resources.
CO2 plays a key role in trapping heat in the
atmosphere - one of the basic mechanisms
behind the greenhouse effect.
Carbon plays a central role in
combustion.
22. Through decomposition, it serves as
the earth's waste disposal system.
In addition, the carbon cycle is
important because carbon-containing
gases in the atmosphere affect the
earth's climate.
Increased CO2 in the atmosphere
has been responsible for more than
half of the climate warming
observed in recent decades.