Soil is formed by the weathering of rock and the decomposition of organic material by soil organisms. It is composed of minerals from broken down rock, organic matter from dead plants and animals, air, and water. The solid components are classified by particle size as sand, silt, or clay. Humus, or organic matter, is formed through the decay of dead plant and animal matter by decomposers like bacteria, fungi, earthworms, and other invertebrates. Together, these components support plant growth and life in the soil.
Teaching plant adaptations to primary and elementary students. This is meant for either a whole class or a small group presentation.
Some of the slides have a few words covered for teaching how to use context clues, with the words revealed on the subsequent slides.
A Video, an image gallery list and a powerpoint are all at www.k5chalkbox.com
Teaching plant adaptations to primary and elementary students. This is meant for either a whole class or a small group presentation.
Some of the slides have a few words covered for teaching how to use context clues, with the words revealed on the subsequent slides.
A Video, an image gallery list and a powerpoint are all at www.k5chalkbox.com
Soil is a biologically active, complex mixture of minerals, organic materials, living organisms, air and water.
Soil contamination is the presence of man-made chemicals or other alteration to the natural soil environment.
This is an introductory soil science presentation that I give to Master Gardeners, agribusiness personnel, farmers, and soil science students. Please feel free to contact me at andykleinschmidt@gmail.com with any comments regarding the presentation.
Exposes the elementary science student to the idea there are three major kinds of soil found on earth as well as the very important remains of dead plants and animals called humus. Discusses soil and humus along with as some of the properties of each.
The factors which relate to structure and composition of soil are called edaphic factors.
Soil is a very complex medium. A good fertile soil contains mineral matter (40%), organic matter (10%), water (15%) and air (25%).
Mineral matter in the soil occurs in the form of particles. Soil can be studied under Physical and chemical properties.
Soil science for teachers (massive-the real dirt on soil)Moira Whitehouse
A very large Slide Show on soil. Useful for anyone without formal earth science training who might need to bone up or teach any aspect of soil. It's huge, 159 slides. It could also be split up into several lessons for students.
its a presentation on the key aspects of Terrestrial Ecosystem. Its types, characters, soil horizon, soil microflora . Its curated specifically to help environmental microbiology students to ubderstand the key aspects of various Eco biomes . Hope it helps the students and faculties to grasp the knowledge and spread among people, the awareness to protect our precious Ecosystem .
- Formation and evolution of soil.
- Characteristics and classification of soils.
- Regularity and environmental features of soil distribution on Earth.
- Location of the soil in the biosphere.
- Morphological signs of soil profile.
- Structure of soil profile.
- Granulometric composition.
- Soil composition: properties and modes.
- General physical properties of soil.
Natural resource management is a discipline in the management of natural resources such as land, water, soil, plants and animals, with a particular focus on how management affects the quality of life for both present and future generations. Soil is defined as the unconsolidated portion of the earth's crust modified through physical, chemical, and biotic processes into a medium capable of supporting plant growth. Soil properties influence the natural and the physical infrastructure of the landscape and ecosystems.
Introduces the elementary student to some more of the basic aspects of the geography and climate of the Coniferous forests and to plant and animal adaptions needed to survive there.
In depth description of the Moon/s phases and why they are as they are. Uses some great internet animations of various situations explaining why we see what we see from Earth. Also discusses the tides and why they are caused by the moon's gravity.
Basic presentation of the parts of a plant and of the life cycle of plants. Pitched at about the 2nd, 3rd or 4th grade level. Lots of descriptive pictures and diagrams.
Short lesson on the different kind of birds feet and why they need to be as they are. Appropriate for 1st, 2nd, or 3rd grade students. There is a short work sheet at the end of the slideshow that may be printed for student use.
For classroom teaching of the various forms of energy at about the early middle school level. Lots of animations. Would like some feedback if it downloads and plays ok.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
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.
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.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
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?
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.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
2. Hey, listen to this. Have I got
the dirt on....
Soil
By Moira Whitehouse PhD
3. The continents have a
layer of solid rock, the
crust, covering the hot
stuff in the mantle.
The continental crust, then, is mostly covered
with thick layers of soil.
4. Here we see a slab of Earth taken out of
the crust with the soil on top showing
where we live.
Soil, from the bedrock
to the top, is our
subject.
There are different
layers of soil—similar in
characteristics such as
composition, texture,
and color.
Bedrock
(crust of the
Earth)
USDA
5. Thankfully, soil covers most of the Earth’s solid
crust (bedrock); however, in some places it is
thin or nonexistent. Why do we care?
Plant growth, that
allows us to live,
occurs on the top
layer of soil.
layers of Below that layer are
soil several other
layers, some that
D provide minerals and
bedrock
ores for our use.
http://www.nrcs.usda.gov
6. Speaking mainly of top soil and the upper soil
horizons
Soil is made of.....?
Four things:
7. • weathered pieces of rock made up of
minerals (All rock is a mixture of
minerals.)
• organic material (remains of dead plants
and animals)
• air (containing oxygen)
• water
8. The weathered rock pieces
(minerals) make up about
half of the total mass of
most soil.
Less than 10% is organic
matter-- dead plants and
animals.
The other half is made up of many, many,
interconnecting holes between the rock pieces
and organic matter.
Depending on location, the time of year or rainfall,
these holes, called pores, are filled with either air
or water.
9. Soil
Tiny pieces of Remains of Air with oxygen Water
weathered dead plants
rock and animals In pores, spaces between
the pieces of weathered
rock
air
water
10. Those ingredients that make up soil are necessary
for the plants and micro-organisms that live there.
• The weathered pieces of rock and the organic
material provide many of the nutrients such as
iron, nitrogen, potassium that plants need to grow
and to carry out their life processes.
• Plant roots and soil microorganisms get the
oxygen and water they need to live from the
spaces (pores) in the soil.
• The weathered pieces of rock anchor the plants
roots so a plant doesn’t blow or wash away.
11. In this presentation we will focus mainly on the
solid parts of soil—weathered rock and the
humus—the organic material (dead plants and
animals). Soil:
Weathered rock Humus—organic matter
(tiny pieces of rock) (remains of
dead plants and animals)
12. First we will explore the weathered rock part
of the soil.
Weathered rock is formed through the process
of weathering which breaks rock into smaller
and smaller pieces.
Weathering is caused by agents in nature
(wind, water, temperature variations) that
break rock down into smaller pieces.
13. In review, ...so what is weathered rock?
Pieces of rock that have been broken down
into smaller pieces by the forces of nature—
water, wind, ice, acid water, plant roots, etc.
are called weathered rock.
These pieces of rock may be the size of a
boulder or a grain of sand.
The smallest pieces of weathered rock is
called soil.
Some of these pieces of rock may be small that
we can only see them under a microscope.
14. The weathered rock in soil probably
started out as a huge boulder.
In the process of being broken down, the
size of the particles of rock become
smaller and smaller—boulders to large
rocks, to smaller pieces of rock to
pebbles to sand, silt and clay.
15. Over hundreds, maybe thousands of years,
it could have happened something like this.
Soil
Soil
16. Looking again at the solid part of soil, first we
will consider the three types of soil that are
the result of weathering:
Soil: Later we will discuss
humus.
Weathered rock Humus
(remains of dead
plants & animals)
Sand Silt Clay
largest smallest particles
17. These three types of soil, sand, silt and clay
are identified largely based of the size of
their weathered rock pieces.
1. Sand—largest particles
2. Silt—medium sized particles
3. Clay—smallest particles
18. The following guidelines are use to
talk about the different sized particles
of sand, silt and clay.
19. Size of Particles of Rock (Diameter)
•2 m boulders
• coarse fragments such as pebbles > 2 mm
• sand < 2 mm to 0.05 mm
• silt< 0.05 mm to 0.002 mm
• clay < 0.002 m
21. Still looking at the solid part of soil, we
now examine the humus:
Soil:
Weathered rock Humus
(remains of dead
plants & animals)
Sand Silt Clay
largest smallest particles
22. What is humus?
The organic part of soil—
that which was once living.
How is it formed?
Humus is formed when dead plants
and animals decay.
23. What causes these dead things to change
into soil?
Special organisms in the soil, called
decomposers, cause dead plants and animals
to decay or rot changing their bodies into the
humus part of soil.
When plants and animals die, they become food
for these decomposers--
bacteria, fungi, arthropods, nematodes and
earthworms. recycle dead plants and animals
Decomposers
into nutrients plants need.
24. Bacteria are the smallest living organisms,
and the most numerous of the
decomposers.
A teaspoon of fertile soil generally
contains between 100 million and 1 billion
bacteria.
They carry out the majority of decomposing
that occurs in the soil.
26. Fungi is the name for simple organisms
including mushrooms, molds and yeasts.
Next to bacteria, fungi are the most efficient
decomposers.
Fungi are not plants; they can't make their own food.
They absorb their nutrients from the organisms
they are decomposing. In the process they release
enzymes that decompose dead plants and animals.
27. http://www.flickr.comBenimoto
http://www.flickr.comFuturilla
Mushrooms growing on logs
http://www.flickr.comscoobygirl
28. Mushrooms growing on a forest
floor
http://www.flickr.com mill56
Mushrooms growing in dead grass
http://www.flickr.com photogirl7
30. Other important decomposers found in
the soil are numerous invertebrates—
animals without backbones.
The initials “FBI” can be use to help us
remember the three main decomposers
types:—fungi---bacteria---invertebrates.
Invertebrate decomposers include worms
called nematodes, mites, pillbugs and
millipedes.
31. Nematodes, a group of invertebrate decomposers
living in the soil are tiny non-segmented worms
typically 1/500 of an inch in diameter and 1/20 of
an inch in length.
One square yard
of woodland or
agricultural soil
can contain up
to several
million http://soils.usda.gov/
nematodes. Nematodes magnified in soil.
34. Organisms such pill bugs, millipedes and mites
are important to the soil because they stir up
and churn the soil, mixing in air which is
needed by other organisms in the soil habitat.
They shred organic matter into small pieces,
assisting other soil organisms in the
decomposition process.
The lowly earthworm is also an important
decomposer.
35. Earthworms eat dead plants and
animals, thereby, absorbing the
nutrients that they need to
survive.
Earthworms excrete wastes in
the form of casts which
are rich in nutrients such as
nitrogen and phosphorous that
plants need.
In addition to breaking down organic materials and
adding nutrients to the soil, earthworms also help
loosen the soil, thereby, creating space for the oxygen
that plant roots and microorganisms need to live.
36. Decomposition creates soil that contains
the nutrients plants need in a form that they
can use to carry out their life processes.
USDA
37. The cycle of plants
absorbing minerals
from the soil and and
these minerals being
returned to the soil
through decomposition
is repeated over and
over in nature.
http://www.flickr.com/ angus clyne
38. Where there is lots of plants to decay and enrich the
soil, such as in deciduous forests and grasslands, the
soil is rich in humus and very fertile.
Wikipedia Commons
39. Wikipedia Commons http://www.flickr.com/ Cory Leopold
Desert in Saudi Arabia The Chihuahuan Desert along the Rio Grande
Where there is little or no vegetation to
provide the organic debris, such as at the
seashore or in the desert, the soil has little or
no humus and is not very fertile.
40. In review, we learned that soil is made up
of four main things. Can you remember
them? (two solids, one liquid and one gas)
41. Soil
Tiny pieces of Remains of Air with oxygen Water
weathered dead plants
rock and animals In pores, spaces between
the pieces of weathered
rock
air
water
42. Next, what do we call tiny particles of
weathered rock?
Yes, we call them soil.
What are the three main types of soil that
result from weathering of rocks?
Sand, silt and clay
What is the main feature that distinguishes
sand, silt and clay?
The size of the particles, sand being the
largest and clay the smallest
43. Weathered rock makes up one part of solid
soil. What makes up the other part?
Yes, it is humus.
What is humus?
The organic part of soil
which was once living.
How is it formed?
Humus is formed when dead plants
and animals decay.
44. This stuff is an important natural resource for man.
When we love and
honor it we call it soil.