daily jumpstart give examples of nutrients. why are nutrients essential for living organisms?

Daily Jumpstart

• Give examples of nutrients. Why are nutrients essential for living organisms?

Next week!

• Monday your two science articles are due.

• Monday you will have a quiz on the levels of the biosphere, food webs, and ecological pyramids.

In order to survive, a hawk eats 30

pounds of lizards in a month. In that

same month in order to survive, those

lizards have to eat 300 pounds of crickets.

How many pounds of grass do those

crickets have to eat in order to survive?

• A snake that eats a frog that has eaten an insect that fed on a plant is a

• a. first-level producer.

• b. first-level consumer.

• c. second-level producer.

• d. third-level consumer.

• Only 10 percent of the energy stored in an organism can be passed on to the next trophic level. Of the remaining energy, some is used for the organism’s life processes, and the rest is

• a. used in reproduction.• b. stored as body tissue. • c. stored as fat.• d. eliminated as heat.

Today

• Discuss First Biogeochemical Cycle

• Watch Video on Cycle

• Create Cycle of your Ecosystem

• Make observations of Ecosystem

BIOGEOCHEMICALCYCLES

3-3

http://www.animationlibrary.com/search/?keywords=recycle

Energy is not the only thingthat moves through the ecosystem.

Atoms are never destroyed . . . only transformed.

http://mff.dsisd.net/Environment/Cycles.htm

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

ENERGY & MATTER

4 ATOMS make up 95% of the body in most organisms

CARBON

HYDROGEN

OXYGEN

NITROGEN

Elements, chemical compounds, and Other forms of matter are passed fromOne organism to another and from onePart of the biosphere to another in:

___________________________BIOGEOCHEMICAL CYCLES

Complete for your Ecobottle

• Complete one water for your ecobottle.

• Use all of the biotic and abiotic factors you have inside your bottles. The classroom environment may also contribute to the cycles.

Ecobottle Observations • Date: 2/25/11

• Time:

• General impressions: This is the first section you complete. Writing should be qualitative and should include observations like: the bottle smells like ??, water color?

• Each Chamber: Write Quantitative observations. There is 1 fish left. There are now 5 grasshoppers instead of 3. There is a 6 cm ring of mold around the cap.

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

WATER CYCLE

evaporation

condensation

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

The return of water tothe surface in the form ofrain, snow, sleet, hail, etc.= ____________________

The evaporation of water from the surface of plant leaves = ________________

http://www.css.cornell.edu/faculty/hmv1/watrshed/Etrans.htm

TRANSPIRATION

PRECIPITATION

BIOGEOCHEMICAL CYCLES

Cycle Expert

• In your group of 3 you will be an expert on ONE cycle.

• Gather information from your text book in order to answer the questions.

• Answer questions in COMPLETE sentences in your NOTEBOOK!

• Not in a complete sentence? = NO credit

Warm-Up

• How have we as humans disrupted the water, carbon, and nitrogen cycle?

• How can we fix this problem?

Warm-Up

1. The movement of water from the surface of a plant is termed?

2. What is the difference between this and regular evaporation? How are they similar?

Today• You have 10 minutes to finish answering

questions.• You will then go back to your group and teach

your cycle to the group.• The rest of the group will listen and write down

answers to the questions. • NO JUST COPYING ANWERS you must talk out

the answers! • Water cycle first, then Carbon, then Nitrogen

In the nitrogen cycle, bacteria that live on the roots of plants

A. Break down nitrogen compounds into nitrogen gas.

B. Denitrify nitrogen compounds

C. Change nitrogen gas into plant proteins

D. Change nitrogen gas into ammonia

• Which of the following is NOT recycled in the biosphere?

• a. water c. carbon

• b. nitrogen d. energy

• What is the process by which bacteria convert nitrogen gas in the air to ammonia?

• a. nitrogen fixation

• b. excretion

• c. decomposition

• d. denitrification

• How is carbon stored in the biosphere?

• a. in the atmosphere as carbon dioxide

• b. underground as fossil fuels and calcium carbonate rock

• c. in the oceans as dissolved carbon dioxide

• d. all of the above

The movements of energy and nutrients through living systems are different because

• a. energy flows in one direction and nutrients recycle.

• b. energy is limited in the biosphere and nutrients are always available.

• c. nutrients flow in one direction and energy recycles.

• d. energy forms chemical compounds and nutrients are lost as heat.

Biogeochemical cycling ensures that• a. human activity will have no effect on

elements, chemical compounds, and other forms of matter.

• b. living organisms will not become limited in any one nutrient.

• c. nutrients will be circulated throughout the biosphere.

• d. many nutrients will not reach toxic concentrations in the biosphere.

Ecobottles

• Diagram of ecobottle: Webmaster

• Food Web: Lead biologist

• Organism drawings: construction worker

• 5 day hypotheses: everyone

• Water and carbon cycle: everyone

• Observations: Everyone – This should be your 4 observation

CARBON CYCLECO2 inatmosphere

CO2 inocean

BIOLOGY; Miller and Levine; Prentice Hall; 2006

4 main CARBON reservoirs in BIOSPHERE

CO2 inatmosphere

CO2 inOcean

BIOLOGY; Miller and Levine; Prentice Hall; 2006

1.In ____________ as CO2 gas 2.In _______ as dissolved CO2 gas3.On _______ in organisms, rocks, soil4.__________ as coal & petroleum (fossil

fuels) and calcium carbonate in rocks

atmosphereocean

landUnderground

Where does CO2 in atmosphere come from? CO2 in

atmosphere

CO2 inOcean

BIOLOGY; Miller and Levine; Prentice Hall; 2006

1.________________ 2.______________ 3._________________4.____________ of dead organisms

Volcanic activityHuman activity (burning fossil fuels)Cellular respirationDecomposition

WHY IS CARBON IMPORTANT?

Found in all the _______________ of cells: carbohydrates, proteins,

nucleic acids, lipids

Image by Riedell

http://web.jjay.cuny.edu/~acarpi/NSC/12-dna.htm

BUILDING BLOCKS

Carbon Cycle Questions

– In what ways do humans contribute to the Carbon Cycle ?

– Looking at the diagram you drew, what processes cause carbon dioxide to be released into the atmosphere? What process takes it in?

– In what form is Carbon found in oceans? Where is it found, and what eventually happens to it?

Warm-Up

• Write least three questions about any of the topics covered so far in ecology.

Review of the Carbon Cycle

• Speculate on possible pathways a carbon atom might follow over a short and long time and possible reservoirs where the carbon atom might be found.

• Cut a piece of paper into squares

• Label each paper with a possible “reservoir” where you think a large amount of carbon would be found in the Earth’s system.

• Decide which of the reservoirs represents the largest and smallest reservoir of carbon atoms on a global scale. Write the phrase 'most carbon', and 'least carbon' on that piece of paper.

• Arrange the 4 papers in a pattern that represents the carbon cycle.

• Draw in arrows and label the arrows indicating the process that the carbon atom might have to go through in order to move from one reservoir to the other. – Ex. atmosphere(photosynthesis)plants

N2 in Atmosphere

NH3

NO3-

and NO2-

Section 3-3

NITROGEN CYCLE

BIOLOGY; Miller and Levine; Prentice Hall; 2006

79% of the atmosphere is made up of NITROGEN gas

(N2)

Image by Riedell Image by Riedell

http://web.jjay.cuny.edu/~acarpi/NSC/12-dna.htm

BUT we _____ use the nitrogen gas we breathe!

The bond in N2 gas is sostrong it can only be broken by__________________________________________________

CAN’T

lightningVolcanic activityfew special bacteria

http://www.slic2.wsu.edu:82/hurlbert/micro101/images/101nodules21.gif

Bacteria that live ______________And on the roots ofplants called _________, take nitrogen from the atmosphere and turn it into ______________, a form that is usable by plants.

THIS PROCESSIS CALLED_________________

in the soil

legumes

AMMONIA (NH3)

NITROGEN FIXATION

Image from: http://www.utdallas.edu/images/departments/biology/misc/gonzalez-image.jpg and http://www.cibike.org/CartoonEating.gif modified by Riedell

Other bacteria in the soil convertammonia into ________________& _________________which plants can also use. The nitrogen we need for proteins, ATP, and nucleic acids comes from

the ___________ ___________ we breathe!

NITRATES (NO3- )

FOOD WE EATNOT THE AIR

& NITRITES (NO2-)

N2 in Atmosphere

NH3

NO3-

and NO2-

Section 3-3

NITROGEN CYCLE

BIOLOGY; Miller and Levine; Prentice Hall; 2006

Bacteria that live ______________also carry out the reverse process

___________ → _____________.

THIS PROCESSIS CALLED_________________

in the soil

NITRATES & NITRITES NITROGEN GAS

DENITRIFICATION

Questions for the Nitrogen Cycle

– How do the consumers in the nitrogen cycle differ from the producers?

– Looking at the diagram, where do the three forms of nitrogen found in land (NH3, NO3- and NO2-) come from?

PHOSPHORUS CYCLE

Weathering wears away rocks and sediments and releases phosphate into soil and water

Image from: Pearson Education Inc; Publishing as Pearson Prentice Hall

Producers absorb phosphate from soil and water

Phosphate moves through food web

Phosphate returns to soil and water from waste or decomposition

Sediments form “new land”to complete cycle

Phosphorus cycle is only

biogeochemicalcycle that does NOT cycle through

the ______________

BIOLOGY; Miller and Levine; Prentice Hall; 2006

atmosphere

Activity• Look at the cycles posted in the corners of

the room.

• In a minute you will be moving to one of these corners.

• Think about which corner you know most about.

• Write your answer on your paper.

• I will give you focus questions to discuss with students from your corner.

Questions

• What does this cycle look like? Draw a picture of it with the other members in your corner.

Question #2

• What elements are involved in this cycle.

Question #3

• Explain the biological importance of this cycle. How does it impact living organisms?

Question #4

• What would happen if this cycle were disturbed?