This PowerPoint is one small part of my Ecology Abiotic Factors Unit that I offer on TpT. This unit includes… 4 Part 2,400+ Slide PowerPoint 14 page bundled.

This PowerPoint is one small part of my Ecology Abiotic Factors Unit that I offer on TpT. This unit includes… 4 Part 2,400+ Slide PowerPoint 14 page bundled homework packaged that chronologically follows PowerPoint, + modified version 16 pages of unit notes with visuals 2 PowerPoint review game Rubrics, Answer Keys, games, and much more. http://sciencepowerpoint.com/Ecology_Abiotic_F actors_Unit.htmlhttp://sciencepowerpoint.com/Ecology_Abiotic_F actors_Unit.html

http://sciencepowerpoint.com/index.html Please feel free to contact me with any questions you may have. Thanks again for your interest in this curriculum. Sincerely, Ryan Murphy M.Ed ryemurf@gmail.com

Please use this red line

-Please make notes legible and use indentations when appropriate. Please use this red line

-Please make notes legible and use indentations when appropriate.

-Please make notes legible and use indentations when appropriate. -Example of indent.

-Please make notes legible and use indentations when appropriate. -Example of indent. -Skip a line between topics

-Please make notes legible and use indentations when appropriate. -Example of indent. -Skip a line between topics -Don’t skip pages

-Please make notes legible and use indentations when appropriate. -Example of indent. -Skip a line between topics -Don’t skip pages -Make visuals clear and well drawn.

RED SLIDE: These are notes that are very important and should be recorded in your science journal. BLACK SLIDE: Pay attention, follow directions, complete projects as described and answer required questions neatly. Copyright © 2010 Ryan P. Murphy

Biogeochemical Cycles. Biogeochemical Cycles. Bio – Life Bio – Life Geo – Earth Geo – Earth Chemical – Changes in atoms / molecules Chemical – Changes in atoms / molecules Cycles – Repeated event, full turn. Cycles – Repeated event, full turn. Copyright © 2010 Ryan P. Murphy

A general theme for all of the biogeochemical cycles we will study. A general theme for all of the biogeochemical cycles we will study. They go from the living world (biotic) to the non- living (abiotic). They go from the living world (biotic) to the non- living (abiotic). Copyright © 2010 Ryan P. Murphy

The biogeochemical cycles we will study. The biogeochemical cycles we will study. Water cycle. Water cycle. Carbon cycle. Carbon cycle. Phosphorus cycle. Phosphorus cycle. Nitrogen cycle. Nitrogen cycle. Copyright © 2010 Ryan P. Murphy

Which of the other terms are we unsure of.. –Condensation –Evaporation –Precipitation –Percolation –Transpiration –Sublimation –Infiltration –Ocean Storage –Ground Water Storage –Freshwater discharge –Surface run-off Copyright © 2010 Ryan P. Murphy

Water is being continually created by many biophysicochemical processes. As such, water can be viewed as being constantly “refreshed” or “rejuvenated.”

The water in dinosaur pee is not the same water that we drink. The H’s and O’s that make up H 2 O are the same ones present when the dinosaurs roamed the Earth.

The hydrologic cycle (Water Cycle): The continuous movement of water on, above, and below the surface of the earth. The hydrologic cycle (Water Cycle): The continuous movement of water on, above, and below the surface of the earth. Copyright © 2010 Ryan P. Murphy

Water Cycle Available Sheet

Step by step drawing of the water cycle.

Condensation: Water vapor (gas) turns back to a liquid. (Energy needs to be removed) Condensation: Water vapor (gas) turns back to a liquid. (Energy needs to be removed) - Copyright © 2010 Ryan P. Murphy

Condensation: Water vapor (gas) turns back to a liquid. (Energy needs to be removed) Condensation: Water vapor (gas) turns back to a liquid. (Energy needs to be removed) Cloud formation. Cloud formation. Copyright © 2010 Ryan P. Murphy

Water Cycle Available Sheet

Activity! Condensation –Teacher provides ice cold can of soda to table groups and students record temperature. –Students should observe each can for evidence of condensation.

Activity! Condensation Questions. –Why did condensation droplets form on the cold soda can? Where did the water come from?

Activity! Condensation Questions. –Why did condensation droplets form on the cold soda can? Where did the water come from? –Condensation formed on the cold soda can because water vapor near the soda can turned from a gas to a liquid.

Link! Water Cycle Flash Animation Tour –http://www.epa.gov/safewater/kids/flash/flash_ watercycle.htmlhttp://www.epa.gov/safewater/kids/flash/flash_ watercycle.html

Activity! Water Cycle in a Bottle. –Each group needs a standard 2 liter clear soda bottle cut in half about 10 cm from the top. (Have teacher cut in advance) –Fill bottle with very warm water about 10 cm. Add food coloring if you wish. –Slide cup into the bottle to just above the warm water with cap on. –Fill top bottle (cup) with ice cubes. Do not overfill. –Watch for evaporation, condensation, and the droplets falling back down to the warm water (precipitation) –Visual on next slide.

Activity! Water Cycle in a Bottle. –Each group needs a standard 2 liter clear soda bottle cut in half about 4 inches from the top. (Have teacher cut in advance) –Fill bottle with very warm water. –Invert top of bottle with cap and fill with ice cubes. –Slide cup with ice into the bottle to just above the warm water. –Watch for evaporation, condensation, and the droplets falling back down to the warm water (precipitation)

Activity! Water Cycle in a Bottle. –Each group needs a standard 2 liter clear soda bottle cut in half about 4 inches from the top. (Have teacher cut in advance) –Fill bottle with very warm water. –Invert top of bottle with cap and fill with ice cubes. –Slide cup with ice into the bottle to just above the warm water. –Watch for evaporation, condensation, and the droplets falling back down to the warm water (precipitation) Soda bottle cut by teacher,

Activity! Water Cycle in a Bottle. –Each group needs a standard 2 liter clear soda bottle cut in half about 4 inches from the top. (Have teacher cut in advance) –Fill bottle with very warm water. –Invert top of bottle with cap and fill with ice cubes. –Slide cup with ice into the bottle to just above the warm water. –Watch for evaporation, condensation, and the droplets falling back down to the warm water (precipitation) Soda bottle cut by teacher, Next fill bottle with very warm water and food coloring.

Activity! Water Cycle in a Bottle. –Each group needs a standard 2 liter clear soda bottle cut in half about 4 inches from the top. (Have teacher cut in advance) –Fill bottle with very warm water. –Invert top of bottle with cap and fill with ice cubes. –Slide cup with ice into the bottle to just above the warm water. –Watch for evaporation, condensation, and the droplets falling back down to the warm water (precipitation) Soda bottle cut by teacher, then flipped, Next fill bottle with very warm water and food coloring.

Activity! Water Cycle in a Bottle. –Each group needs a standard 2 liter clear soda bottle cut in half about 4 inches from the top. (Have teacher cut in advance) –Fill bottle with very warm water. –Invert top of bottle with cap and fill with ice cubes. –Slide cup with ice into the bottle to just above the warm water. –Watch for evaporation, condensation, and the droplets falling back down to the warm water (precipitation) Soda bottle cut by teacher, then flipped, and filled with ice cubes by students. Next fill bottle with very warm water and food coloring.

Activity! Water Cycle in a Bottle. –Each group needs a standard 2 liter clear soda bottle cut in half about 4 inches from the top. (Have teacher cut in advance) –Fill bottle with very warm water. –Invert top of bottle with cap and fill with ice cubes. –Slide cup with ice into the bottle to just above the warm water. –Watch for evaporation, condensation, and the droplets falling back down to the warm water (precipitation) Soda bottle cut by teacher, then flipped, and filled with ice cubes by students. Next fill bottle with very warm water and food coloring. Strange kind of creepy video of water molecules in the hydrologic cycle as we wait (Optional 2 min) https://www.youtube.com/watch?v=StPobH5ODTw

Activity! Stranded on a Desert Island.

–You and your group must use the materials provided (and the water cycle) to turn salt water into freshwater over the next several days in order to survive. Use the sun as the energy source. –Each group gets a clear plastic box, glass cup, plastic wrap, marbles / pebbles, salt water mixed with sand, and a bungee cord / large elastic. –Visual of materials on next slide. –Video Link of set-up. –https://www.youtube.com/watch?v=4sqRvUzqDCEhttps://www.youtube.com/watch?v=4sqRvUzqDCE

Materials for the set-up. Saltwater and Sand Cup MarblesElastic Plastic wrap

Below is the correct set-up to use the water cycle to turn salt water into freshwater.

Saltwater evaporates from sun energy into vapor.

Below is the correct set-up to use the water cycle to turn salt water into freshwater. Saltwater evaporates from sun energy into vapor.

Below is the correct set-up to use the water cycle to turn salt water into freshwater. Saltwater evaporates from sun energy into vapor Leaves salt behind.

Below is the correct set-up to use the water cycle to turn salt water into freshwater. Colder temperatures on edge of container cause…

Below is the correct set-up to use the water cycle to turn salt water into freshwater. Colder temperatures on edge of container cause… Condensation

Below is the correct set-up to use the water cycle to turn salt water into freshwater. Water adheres to the plastic wrap, travels down and falls into the cup as freshwater…

Below is the correct set-up to use the water cycle to turn salt water into freshwater. Water adheres to the plastic wrap, travels down and falls into the cup as freshwater… Precipitation

Below is the set-up to use the water cycle to turn salt water into freshwater. Water adheres to the plastic wrap, travels down and falls into the cup as freshwater… Precipitation

Sublimation: Solid state turns directly to a gas state skipping liquid phase. Sublimation: Solid state turns directly to a gas state skipping liquid phase. Copyright © 2010 Ryan P. Murphy See neat dry Ice Bubble: Sublimation (solid to gas) at… https://www.youtube.com/watch?v=76CNkxizQuchttps://www.youtube.com/watch?v=76CNkxizQuc 2 min

Transpiration – Water released by plants into air. Transpiration – Water released by plants into air. Non-living to the living, and back again. Non-living to the living, and back again. Copyright © 2010 Ryan P. Murphy

Evapotranspiration is a vital component to the rainforest ecosystem. –Evapotranspiration describes water that is turned into a gas by evaporation, and water vapor released by plants (transpiration). Copyright © 2010 Ryan P. Murphy

Activity! Transpiration. –Place a clear plastic bag over a section of plant. –Secure bag at base of stem so it is relatively tight. –Water plant and set in the sun. –Observe water droplets / evidence of transpiration the next day.

Activity! Transpiration. –Place a clear plastic bag over a section of plant. –Secure bag at base of stem so it’s relatively tight. –Water plant and set in the sun. –Observe water droplets / evidence of transpiration the next day.

Alternative method / extension at… http://gcuonline.georgian.edu/wootton/transpiration.htm

Carbon Cycle: The circulation of carbon into organisms (biotic) and back again (abiotic). Carbon Cycle: The circulation of carbon into organisms (biotic) and back again (abiotic). Atmosphere, Land, Water, Oceans. Atmosphere, Land, Water, Oceans. Copyright © 2010 Ryan P. Murphy

Carbon that has been out of the carbon cycle of millions of years

Carbon is a major player in Anthropogenic global warming. –Where reservoirs of carbon that have been out of the carbon cycle are being introduced as human mine, drill, and then burn carbon. Copyright © 2010 Ryan P. Murphy

If a product is made of the following, it is made from plants, or old decomposed plants (oil). –Any wood. –Any fiber / other than metals. –Plastics (most are oil based). –Chemicals (most are from plants and oils). –All food. Copyright © 2010 Ryan P. Murphy

Which of the following equations is the correct equation for photosynthesis? A) 6O 2 + 6H 2 O + light energy = C 12 H 6 O 6 + 6O 2 B) 6CO 2 + 6H 2 O + sugar = C 6 H 12 O 6 + 6O 2 C) 6CO 2 + 6O 2 + light energy = C 6 H 12 O 6 + 6H 2 O D) 6CO 2 + 6H 2 O + light energy = C 6 H 12 O 6 + 6O 2 E) 6CO 2 + H 2 O + light energy = C 6 H 12 O 6 + 6O 2 F) 6CO 2 + 6H 2 O + light energy = C 6 H 2 O 6 + 6O 2 G) 6CO 2 + 6H 2 O + sugar = C 6 H 12 O 6 + 6O 2 H) 6CO 2 + 6H 2 O + light energy = C 6 H 12 O 3 + 6O 2 I) 6CO 2 + 6H 2 O + light energy = C 6 H 12 O6 + 6CO 2 J) C 6 H 12 O6 = 6CO 2 + 6H 2 O + light energy + 6O 2 Copyright © 2010 Ryan P. Murphy

Answer! Which of the following equations is the correct equation for photosynthesis? A) 6O 2 + 6H 2 O + light energy = C 12 H 6 O 6 + 6O 2 B) 6CO 2 + 6H 2 O + sugar = C 6 H 12 O 6 + 6O 2 C) 6CO 2 + 6O 2 + light energy = C 6 H 12 O 6 + 6H 2 O D) 6CO 2 + 6H 2 O + light energy = C 6 H 12 O 6 + 6O 2 E) 6CO 2 + H 2 O + light energy = C 6 H 12 O 6 + 6O 2 F) 6CO 2 + 6H 2 O + light energy = C 6 H 2 O 6 + 6O 2 G) 6CO 2 + 6H 2 O + sugar = C 6 H 12 O 6 + 6O 2 H) 6CO 2 + 6H 2 O + light energy = C 6 H 12 O 3 + 6O 2 I) 6CO 2 + 6H 2 O + light energy = C 6 H 12 O6 + 6CO 2 J) C 6 H 12 O6 = 6CO 2 + 6H 2 O + light energy + 6O 2 Copyright © 2010 Ryan P. Murphy

Equation for Photosynthesis 6CO 2 + 6H 2 O + Energy  C 6 H 12 O 6 + 6O 2

Equation for Photosynthesis 6CO 2 + 6H 2 O + Energy  C 6 H 12 O 6 + 6O 2 Carbon Dioxide

Equation for Photosynthesis 6CO 2 + 6H 2 O + Energy  C 6 H 12 O 6 + 6O 2 Water Carbon Dioxide

Equation for Photosynthesis 6CO 2 + 6H 2 O + Energy  C 6 H 12 O 6 + 6O 2 Sunlight Water Carbon Dioxide

Equation for Photosynthesis 6CO 2 + 6H 2 O + Energy  C 6 H 12 O 6 + 6O 2 Sunlight SugarWater Carbon Dioxide

Equation for Photosynthesis 6CO 2 + 6H 2 O + Energy  C 6 H 12 O 6 + 6O 2 Sunlight SugarOxygenWater Carbon Dioxide

Photosynthesis is the process by which light energy is utilized to convert carbon dioxide and water into food to be used by plants. –Oxygen is released into the air during the process. (O 2 ) –Light or solar energy is captured by chlorophyll (CHLOR-oh-phil), the green pigment in leaves. –It is then converted into chemical energy which is stored as starch or sugar. –These starches and sugars are stored in roots, stems and fruits. They are available to the plant as food or fuel. Copyright © 2010 Ryan P. Murphy

Which of the following statements is false of photosynthesis? A.) Photosynthesis requires sunlight, carbon dioxide, and water. B.) Oxygen and glucose are produced in photosynthesis. C.) Carbon Dioxide and water are produced. D.) In photosynthesis, plants use radiant energy from the sun to create chemical energy in the form of sugars. E.) None of the above. Copyright © 2010 Ryan P. Murphy

Which of the following statements is false of photosynthesis? and the answer is… A.) Photosynthesis requires sunlight, carbon dioxide, and water. B.) Oxygen and glucose are produced in photosynthesis. C.) Carbon Dioxide and water are produced. D.) In photosynthesis, plants use radiant energy from the sun to create chemical energy in the form of sugars. E.) None of the above. Copyright © 2010 Ryan P. Murphy

Which of the following statements is false of photosynthesis? And the answer is… A.) Photosynthesis requires sunlight, carbon dioxide, and water. B.) Oxygen and glucose are produced in photosynthesis. C.) Oxygen and glucose are produced. D.) In photosynthesis, plants use radiant energy from the sun to create chemical energy in the form of sugars. E.) None of the above. Copyright © 2010 Ryan P. Murphy

Which of the following equations is true of photosynthesis? Pick the correct color. –6O 2 + C 6 H 12 O 6 Energy  6CO 2 + 6H 2 O –C 6 H 12 O 6 + 6O 2  Energy + Chloroplasts. –6O 2 + 6CO 2 + 6O 2  Energy + C 6 H 12 O 6 –6CO 2 + 6H 2 O + Energy  C 6 H 12 O 6 + 6O 2 –6O 2 + 6CO 2 +  Energy + C 6 H 12 O 6 + 6O 2 –Energy + 6H 2 O  Energy + 6O 2 + 6CO 2 –CO 2 + 3H 2 O + Energy  C 6 H 12 O 6 + O 2 –6CO 2 + 6H 2 O  Energy + 6CO 2 + 6O 2 –Energy  6O 2 + C 6 H 12 O 6 + 6CO 2 Copyright © 2010 Ryan P. Murphy

The Answer is… –6O 2 + C 6 H 12 O 6 Energy  6CO 2 + 6H 2 O –C 6 H 12 O 6 + 6O 2  Energy + Chloroplasts. –6O 2 + 6CO 2 + 6O 2  Energy + C 6 H 12 O 6 –6CO 2 + 6H 2 O + Energy  C 6 H 12 O 6 + 6O 2 –6O 2 + 6CO 2 +  Energy + C 6 H 12 O 6 + 6O 2 –Energy + 6H 2 O  Energy + 6O 2 + 6CO 2 –CO 2 + 3H 2 O + Energy  C 6 H 12 O 6 + O 2 –6CO 2 + 6H 2 O  Energy + 6CO 2 + 6O 2 –Energy  6O 2 + C 6 H 12 O 6 + 6CO 2 Copyright © 2010 Ryan P. Murphy

Answer: Blue –6O 2 + C 6 H 12 O 6 Energy  6CO 2 + 6H 2 O –C 6 H 12 O 6 + 6O 2  Energy + Chloroplasts. –6O 2 + 6CO 2 + 6O 2  Energy + C 6 H 12 O 6 –6CO 2 + 6H 2 O + Energy  C 6 H 12 O 6 + 6O 2 –6O 2 + 6CO 2 +  Energy + C 6 H 12 O 6 + 6O 2 –Energy + 6H 2 O  Energy + 6O 2 + 6CO 2 –CO 2 + 3H 2 O + Energy  C 6 H 12 O 6 + O 2 –6CO 2 + 6H 2 O  Energy + 6CO 2 + 6O 2 –Energy  6O 2 + C 6 H 12 O 6 + 6CO 2 Copyright © 2010 Ryan P. Murphy

Activity! Use the white boards to memorize the equation for photosynthesis. Keep writing and erasing until you can do it repeatedly.Activity! Use the white boards to memorize the equation for photosynthesis. Keep writing and erasing until you can do it repeatedly. 6CO 2 + 6H 2 O + light energy = C 6 H 12 O 6 + 6O 26CO 2 + 6H 2 O + light energy = C 6 H 12 O 6 + 6O 2 Copyright © 2010 Ryan P. Murphy Sunlight Carbon Dioxide Water Oxygen Glucose

“Oh-No!” “We have to do it for the teacher.”

“Oh-No!” “Some people didn’t get to share their knowledge.”

“Oh-No!” “We are doing it again differently.”

“Oh-No!” “We are going to do it again for those who didn’t share.”

“Oh-No!” “We are going to do it backwards after this short music video.”

Video Photosynthesis Song. –http://www.youtube.com/watch?v=C1_uez5WX1ohttp://www.youtube.com/watch?v=C1_uez5WX1o

This PowerPoint is one small part of my Ecology Abiotic Factors Unit that I offer on TpT. This unit includes… 4 Part 2,400+ Slide PowerPoint 14 page bundled homework packaged that chronologically follows PowerPoint, + modified version 16 pages of unit notes with visuals 2 PowerPoint review game Rubrics, Answer Keys, games, and much more. http://sciencepowerpoint.com/Ecology_Abiotic_F actors_Unit.htmlhttp://sciencepowerpoint.com/Ecology_Abiotic_F actors_Unit.html

http://sciencepowerpoint.com/index.html Please feel free to contact me with any questions you may have. Thanks again for your interest in this curriculum. Sincerely, Ryan Murphy M.Ed ryemurf@gmail.com

This PowerPoint is one small part of my Ecology Abiotic Factors Unit that I offer on TpT. This unit includes… 4 Part 2,400+ Slide PowerPoint 14 page bundled.

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This PowerPoint is one small part of my Ecology Abiotic Factors Unit that I offer on TpT. This unit includes… 4 Part 2,400+ Slide PowerPoint 14 page bundled.

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Presentation on theme: "This PowerPoint is one small part of my Ecology Abiotic Factors Unit that I offer on TpT. This unit includes… 4 Part 2,400+ Slide PowerPoint 14 page bundled."— Presentation transcript:

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