BIOGEOCHEMICAL CYCLES 3-4 http://www.animationlibrary.com/search/?keywords=recycle BIOGEOCHEMICAL CYCLES 3-4

See a video clip about CYCLES IN NATURE - Chap 3

ENERGY & MATTER Energy is not the only thing http://mff.dsisd.net/Environment/Cycles.htm ENERGY & MATTER Energy is not the only thing that moves through the ecosystem. Atoms are never destroyed . . . only transformed. Take a deep breath. The atoms you just inhaled may have been inhaled by a dinosaur millions of years ago. http://educ.queensu.ca/~fmc/august2004/pages/dinobreath.html

4 ATOMS make up 95% of the body in most organisms OXYGEN CARBON HYDROGEN NITROGEN The same molecules are passed around again and again within the biosphere in ___________________________ BIOGEOCHEMICAL CYCLES

WATER CYCLE = ___________________ HYDROLOGIC CYCLE http://www.urbanrivers.org/water_cycle.html

WHY IS WATER IMPORTANT? Makes up 60-70% of your body Oxygen and Hydrogen are found in all the ________________________: carbohydrates, proteins, nucleic acids, lipids Hydrogen in H2O supplies protons (H+) & electrons for_______________ building blocks of cells photosynthesis http://www.lsbu.ac.uk/water/molecule.htm

WHY IS WATER IMPORTANT? HOMEOSTASIS SOLVENT Water is a good _________________ Many molecules dissolve in water so it provides a place for chemical reactions to happen Water doesn’t change temperature easily so it helps with __________________ SOLVENT HOMEOSTASIS http://www.lsbu.ac.uk/water/molecule.htm

WATER CYCLE evaporation condensation http://www.radio-canada.ca/jeunesse/fd6/000_images/cat/c_buee_c.gif

http://www.css.cornell.edu/faculty/hmv1/watrshed/Etrans.htm The evaporation of water from the surface of plant leaves = ________________ TRANSPIRATION The return of water to the surface in the form of rain, snow, sleet, hail, etc. = ____________________ PRECIPITATION

WATER CYCLE PH ONLINE LINK Put in code: cbp-2033 Choose Start Image edited from: http://www.cotf.edu/ete/modules/msese/earthsysflr/water.html WATER CYCLE PH ONLINE LINK Put in code: cbp-2033 Choose Start

CARBON CYCLE CO2 in atmosphere CO2 in ocean BIOLOGY; Miller and Levine; Prentice Hall; 2006

4 main CARBON reservoirs in BIOSPHERE In ____________ as CO2 gas In _______ as dissolved CO2 gas On _______ in organisms, rocks, soil __________ as coal & petroleum (fossil fuels) and calcium carbonate in rocks atmosphere ocean land Underground CO2 in atmosphere CO2 in Ocean BIOLOGY; Miller and Levine; Prentice Hall; 2006

Where does CO2 in atmosphere come from? Ocean Volcanic activity ________________ ______________ _________________ ____________ of dead organisms Human activity (burning fossil fuels) Cellular respiration Decomposition BIOLOGY; Miller and Levine; Prentice Hall; 2006

WHY IS CARBON IMPORTANT? BUILDING BLOCKS Found in all the _______________ of cells: carbohydrates, proteins, nucleic acids, lipids Image by Riedell http://web.jjay.cuny.edu/~acarpi/NSC/12-dna.htm

WHY IS CARBON IMPORTANT? Carbon in CO2 provides the atoms for __________ production during __________________... the fuel that all living things depend on. GLUCOSE PHOTOSYNTHESIS http://www.science.siu.edu/plant-biology/PLB117/JPEGs%20CD/0076.JPG http://www.biologyclass.net/mitochondria.jpg

NITROGEN CYCLE NH3 NO3- and NO2- N2 in Atmosphere Section 3-3 BIOLOGY; Miller and Levine; Prentice Hall; 2006

WHY IS NITROGEN IMPORTANT? NITROGEN BASES __________________make DNA and RNA ATP Adenine (nitrogen base) is used in _______ amino acids Makes AMINO part of _________ (proteins) Image by Riedell Image by Riedell http://web.jjay.cuny.edu/~acarpi/NSC/12-dna.htm

79% of the atmosphere is made up of NITROGEN gas (N2) BUT we _____ use the nitrogen gas we breathe! The bond in N2 gas is so strong it can only be broken by _______________ ____________________ CAN’T lightning Volcanic activity few special bacteria Image by Riedell Image by Riedell http://web.jjay.cuny.edu/~acarpi/NSC/12-dna.htm

Bacteria that live ______________ and in _________ relationships with plants called _________, take nitrogen from the atmosphere and turn it into ______________, a form that is usable by plants. THIS PROCESS IS CALLED _________________ in the soil symbiotic legumes AMMONIA (NH3) NITROGEN FIXATION http://www.slic2.wsu.edu:82/hurlbert/micro101/images/101nodules21.gif

Other bacteria in the soil convert ammonia into ________________ & _________________ which plants can also use. The nitrogen we need for proteins, ATP, and nucleic acids comes from the ___________ ___________ we breathe! NITRATES (NO3- ) & NITRITES (NO2-) FOOD WE EAT NOT THE AIR Image from: http://www.utdallas.edu/images/departments/biology/misc/gonzalez-image.jpg and http://www.cibike.org/CartoonEating.gif modified by Riedell

NITROGEN CYCLE NH3 NO3- and NO2- N2 in Atmosphere Section 3-3 BIOLOGY; Miller and Levine; Prentice Hall; 2006

Bacteria that live ______________ also carry out the reverse process ___________ → _____________. THIS PROCESS IS CALLED _________________ in the soil NITRATES & NITRITES NITROGEN GAS DENITRIFICATION

PHOSPHORUS CYCLE Phosphate moves through food web Image from: Pearson Education Inc; Publishing as Pearson Prentice Hall PHOSPHORUS CYCLE Phosphate moves through food web Producers absorb phosphate from soil and water Phosphate returns to soil and water from waste or decomposition Weathering wears away rocks and sediments and releases phosphate into soil and water Sediments form “new land” to complete cycle

is only biogeochemical cycle that does Phosphorus cycle is only biogeochemical cycle that does NOT cycle through the ______________ atmosphere BIOLOGY; Miller and Levine; Prentice Hall; 2006

WHY IS PHOSPHORUS IMPORTANT? Makes DNA and RNA Transfers energy as ATP Makes phospholipids for cell membranes Image by Riedell Image by Riedell http://web.jjay.cuny.edu/~acarpi/NSC/12-dna.htm

SOUTH DAKOTA CORE SCIENCE STANDARDS LIFE SCIENCE: Indicator 3: Analyze how organisms are linked to one another and the environment. 9-12.L.3.1. Students are able to identify factors that can cause changes in stability of populations, communities, and ecosystems. Define populations, communities, ecosystems, niches and symbiotic relationships. Predict the results of biotic and abiotic interactions. Examples: Dormancy and migration Fluctuation in available resources (water, food, shelter) Biogeochemical cycles Energy flow Cooperation and competition in ecosystems

SOUTH DAKOTA CORE SCIENCE STANDARDS LIFE SCIENCE: Indicator 3: Analyze how organisms are linked to one another and the environment. 9-12.L.3.1. Students are able to identify factors that can cause changes in stability of populations, communities, and ecosystems. Define populations, communities, ecosystems, niches and symbiotic relationships. Predict the results of biotic and abiotic interactions. Examples: Fluctuation in available resources (water, food, shelter) Energy flow

Core High School Life/Earth Science Performance Descriptors High school students performing at the ADVANCED level: predict the effect of an interruption in a given cycles High school students performing at the PROFICIENT level: predict how life systems respond to changes in the environment; explain how H20, N, C, and O cycle between living and non-living systems; describe how various factors may affect global climate; High school students performing at the BASIC level: given pictorial representations of the H20 and C cycles explain how elements and compounds move between living and nonliving systems describe one factor that may affect global climate

SOUTH DAKOTA CORE SCIENCE STANDARDS LIFE SCIENCE: Indicator 3: Analyze how organisms are linked to one another and the environment. 9-12.L.3.1. Students are able to identify factors that can cause changes in stability of populations, communities, and ecosystems. Predict the results of biotic and abiotic interactions. Examples: Fluctuation in available resources (water, food, shelter) Biogeochemical cycles

SOUTH DAKOTA CORE EARTH SCIENCE STANDARDS Indicator 1: Analyze the various structures and processes of the Earth system. 9-12.E.1.1. Students are able to explain how elements and compounds cycle between living and non-living systems. Diagram and describe the N, C, O and H2O cycles. Describe the importance of the N, C, O and H2O cycles to life on this planet. Examples: water cycle including evaporation, cloud formation, condensation.

SOUTH DAKOTA ADVANCED SCIENCE STANDARDS EARTH SCIENCE: Indicator 1: Analyze the various structures and processes of the Earth system. 9-12.E.1.1.A Students are able to explain how elements and compounds cycle between living and non-living systems. Diagram and describe the P, S, and Ca cycles.

Core High School Earth Science Performance Descriptors High school students performing at the ADVANCED level: predict the effect of an interruption in a given cycles; predict how human activity may change the land, ocean, and atmosphere of Earth. PROFICIENT level: explain how H20, N, C, and O cycle between living and non-living systems; explain how human activity changes the land, ocean, and atmosphere of Earth. BASIC level give an example of human activity that changes the land, ocean, or atmosphere of Earth.

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