CHAPTER 6 Botkin, D. B., & Keller, E. A. (2014). Environmental.docxchristinemaritza
CHAPTER 6
Botkin, D. B., & Keller, E. A. (2014). Environmental science: Earth as a living planet (9th ed.). Hoboken, NJ: John Wiley & Sons, Inc
· Chapter 6: Ecosystems: Concepts and Fundamentals
6.1 the Ecosystem: Sustaining Life on Earth
We tend to associate life with individual organisms, for the obvious reason that it is individuals that are alive. But sustaining life on Earth requires more than individuals or even single populations or species. Life is sustained by the interactions of many organisms functioning together, interacting through their physical and chemical environ- ments. We call this an ecosystem. Sustained life on Earth, then, is a characteristic of ecosystems, not of individual organisms or populations. As the opening case study about Lyme disease illustrates, to understand important environmental issues—such as controlling undesirable species; conserving endangered species; sustaining renew- able resources; and minimizing the effects of toxic sub- stances—we must understand the basic characteristics of ecosystems.
Basic Characteristics of Ecosystems
Ecosystems have several fundamental characteristics, which we can group as structure and processes.
Ecosystem Structure
An ecosystem has two major parts: nonliving and liv- ing. The nonliving part is the physical-chemical environ- ment, including the local atmosphere, water, and mineral soil (on land) or other substrate (in water). The living part, called the ecological community, is the set of spe- cies interacting within the ecosystem.
Ecosystem Functions and Processes
Two basic kinds of processes (sometimes referred to as ecosystem functions) must occur in an ecosystem: a cycling of chemical elements and a flow of energy. These processes are necessary for all life, but no single species can carry out all necessary chemical cycling and energy flow alone. That is why we said that sustained life on Earth is a characteristic of ecosystems, not of individuals or populations. At its most basic, an ecosystem consists of several species and a fluid medium—air, water, or both (Figure 6.4). Ecosystem energy flow places a fun- damental limit on the abundance of life. Energy flow is a difficult subject, which we will discuss in Section 6.4.
Ecosystem chemical cycling is complex as well, and for that reason we have devoted a separate chapter (Chapter 7) to chemical cycling within ecosystems and throughoutthe entire Earth’s biosphere. Briefly, 21 chemical elements are required by at least some form of life, and each chemi- cal element required for growth and reproduction must be available to each organism at the right time, in the right amount, and in the right ratio relative to other ele- ments. These chemical elements must also be recycled— converted to a reusable form: Wastes are converted into food, which is converted into wastes, which must be con- verted once again into food, with the cycling going on indefinitely if the ecosystem is to remain viable.
For recycling of chemical ele ...
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.
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.
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.
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.
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!
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.
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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?
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.
Digital Tools and AI for Teaching Learning and Research
Unit check e2 questions
1. 1
Put in order of smallest organizational Level to most complex.
LEVEL 1 SMALLEST 1. species
LEVEL 2 2.
LEVEL 3 3.
LEVEL 4 LARGEST 4.
population species ecosystem community
Energy 2 UNIT CHECK 1
a. biosphere b. habitat c. niche
d. Ecosystem e. food chain f. food web
5. areas where living & nonliving things interact
6. parts of ecosystems; place where organism lives
7. zone on Earth where all organisms are found
8. how an organism acts within its ecosystem to survive
9. flow of Energy from one organism into another
10. all possible flows of Energy in an ecosystem
2. 2
Put in order of smallest organizational Level to most complex.
LEVEL 1 SMALLEST 1. species
LEVEL 2 2.
LEVEL 3 3.
LEVEL 4 LARGEST 4.
population species ecosystem community
Energy 2 UNIT CHECK 1
a. biosphere b. habitat c. niche
d. Ecosystem e. food chain f. food web
population
5. areas where living & nonliving things interact
6. parts of ecosystems; place where organism lives
7. zone on Earth where all organisms are found
8. how an organism acts within its ecosystem to survive
9. flow of Energy from one organism into another
10. all possible flows of Energy in an ecosystem
community
ecosystem
A
B
C
D
E
F
3. 3
1. plants 5. temperature, weather
2. light 6.microbes
3. water 7. excretions & remains
4. animals 8. soil
B = biotic factor A = abiotic factor
Energy 2 UNIT CHECK 2
a. consumer b. producer c. decomposer
9. grass
10. bacteria
11. pig
12. deer
13. Oak tree
14. human
15. mushroom
4. 4
1. plants 5. temperature, weather
2. light 6.microbes
3. water 7. excretions & remains
4. animals 8. soil
B = biotic factor A = abiotic factor
Energy 2 UNIT CHECK 2
C = consumer P = producer D = decomposer
9. grass
10. bacteria at hot vents
11. pig
12. deer
13. Oak tree
14. human
15. mushroom
B
A B
B
A
A
A
A
P
P
P
C
C
C
D
5. 5
Energy 2 UNIT CHECK 3
a. coexistence b. competition c. cooperation
d. predation e. symbiosis
1. a helpful interaction among organism in a limited area
2. organisms live in same habitat but rely on different
resources and so do not compete
3. a close relationship between two different species (could
be harmful or beneficial to one or both)
4. occurs when organisms in habitat try to get same resources
5. relationship on which one animal hunts & eats another
6. symbiotic relationship where both species benefit
7. symbiotic relationship where one is benefited & one is
harmed
8. symbiotic relationship where one is benefited & one is not
affected
a. parasitism b. mutualism c. commensalism
6. 6
Energy 2 UNIT CHECK 3
a. coexistence b. competition c. cooperation
d. predation e. symbiosis
1. a helpful interaction among organism in a limited area
2. organisms live in same habitat but rely on different
resources and so do not compete
3. a close relationship between two different species (could
be harmful or beneficial to one or both)
4. occurs when organisms in habitat try to get same resources
5. relationship on which one animal hunts & eats another
6. symbiotic relationship where both species benefit
7. symbiotic relationship where one is benefited & one is
harmed
8. symbiotic relationship where one is benefited & one is not
affected
a. parasitism b. mutualism c. commensalism
A
B
C
D
E
A
B
C
7. 7
Energy 2 UNIT CHECK 4
1. Burning of organic matter to release C
2. Autotrophs use sunlight to create sugar C6H12O6
3. breaking down of organic matter releasing C
4. all cells use this process to convert glucose into ATP
a. photosynthesis b. cellular respiration
c. decomposition d. combustion
CARBON CYCLE
NITROGEN CYCLE
5. Bacteria convert N into atmospheric N2
6. Bacteria convert atmospheric N2 into usable form for plants
a. Nitrogen fixation b. Denitrification
ECOSYSTEMS
7. Ecosystem in ocean _____________
8. Ecosystem in or on water ______________
9. Ecosystem in or on land _____________
8. 8
Energy 2 UNIT CHECK 4
1. Burning of organic matter to release C
2. Autotrophs use sunlight to create sugar C6H12O6
3. breaking down of organic matter releasing C
4. all cells use this process to convert glucose into ATP
a. photosynthesis b. cellular respiration
c. decomposition d. combustion
CARBON CYCLE
NITROGEN CYCLE
5. Bacteria convert N into atmospheric N2
6. Bacteria convert atmospheric N2 into usable form for plants
a. Nitrogen fixation b. Denitrification
ECOSYSTEMS
7. Ecosystem in ocean _____________
8. Ecosystem in or on water ______________
9. Ecosystem in or on land _____________
C
D
A
B
B
A
Marine
Aquatic
Terrestrial