Transcript nitrogen in the air

Week of 9-16-13
Ms. Tate D110
Biology/Pre-AP
International Scholars Academy
Monday: 9-16-13
Objective: Analyze flow of matter and energy through trophic levels
using various models ( food chains and webs, ecological pyramids);
understand the carbon and nitrogen cycles and how they impact the
environment
Agenda:
1. Bell Ringer 6 (16L)
2. Cycles of Nature Notes (16R Carbon- 17L Nitrogen)
3. Continue with PBL ( day 3)
Homework: Study for ecology test Thursday; complete
Succession web activity ( due tomorrow) –(17R);
Presentations this Friday ( day 5 of PBL)---EXTRA
CREDIT WILL BE POSTED TODAY ON THE
ANNOUNCEMENT PAGE!!
The Carbon Cycle
Carbon dioxide
in the air
Carbon dioxide
in the air
Green plants use
carbon dioxide to
make their food
Carbon dioxide
in the air
Green plants use
carbon dioxide to
make their food
Green plants are
eaten by animals
Carbon dioxide
in the air
respiration
Green plants use
carbon dioxide to
make their food
Green plants are
eaten by animals
carbon dioxide
in the air
respiration
green plants use
carbon dioxide to
make their food
green plants are
eaten by animals
dead remains of plants
and animals
carbon dioxide
in the air
respiration
green plants use
carbon dioxide to
make their food
green plants are
eaten by animals
dead remains of plants
and animals
decay by fungi
and bacteria
Decay
 Fungi and bacteria
are responsible for
the decay of dead
organisms.
Decay

In order to be able
to carry out decay,
fungi and bacteria
need:
1. Oxygen
2. Moisture
3. The correct
temperature
Carbon Cycle- Backside of sheet
* Carbon EXISTS in abiotic environment as:
1. Carbon dioxide [CO2 (gas)] in the atmosphere
 dissolves in H2O to form HCO3
2. Carbonate rocks (limestone & coral = CaCO3)
3. Deposits of coal, petroleum, and natural gas
derived from once living things
4. Dead organic matter (humus in the soil)
* Carbon ENTERS biotic environment through:
1. Photosynthesis: changes light energy to chemical energy
* Carbon RETURNS to atmosphere by:
1. Respiration  CO2
2. Decomposition / Decay
3. Burning
* Carbon Cycle and Humans:
1. Removal of photosynthesizing plants
2. Combustion of fossil fuels
The Nitrogen Cycle
nitrogen in
the air
nitrogen in
the air
fertilizers
fertilizers
nitrogen in
the air
fertilizers
fertilizers
waste
substances
e.g. faeces
nitrogen in
the air
lightning
fertilizers
fertilizers
waste
substances
e.g. faeces
nitrogen in
the air
lightning
fertilizers
fertilizers
waste
substances
e.g. faeces
Nitrogen-fixing
bacteria in the soil
nitrogen in
the air
lightning
fertilizers
fertilizers
waste
substances
e.g. faeces
Nitrogen-fixing
bacteria in the soil
Nitrogen-fixing
bacteria in the root
nodules of clover
nitrogen in
the air
lightning
fertilizers
fertilizers
waste
substances
e.g. faeces
Nitrogen-fixing
bacteria in the soil
dead remains of
plants and
animals
Nitrogen-fixing
bacteria in the root
nodules of clover
nitrogen in
the air
lightning
fertilizers
fertilizers
waste
substances
e.g. faeces
Nitrogen-fixing
bacteria in the soil
Nitrogen-fixing
bacteria in the root
nodules of clover
dead remains of
plants and
animals
nitrates in the
soil
nitrogen in the air
lightning
fertilizers
fertilizers
waste
substances
e.g. faeces
Nitrogen-fixing
bacteria in the soil
Nitrogen-fixing
bacteria in the root
nodules of clover
dead remains of
plants and
animals
nitrates in the
soil
denitrifying
bacteria in the soil
break down nitrates
The nitrogen cycle
 Living things need
nitrogen to make
protein.
 They can not use the
nitrogen in the air
 The nitrogen in the
air must be changed
to nitrates before
plants can use it.
The nitrogen cycle
 Animals get their
nitrogen by eating
plants.
The nitrogen cycle
 The roots of some
plants (e.g. clover,
pea & beans) have
swellings called root
nodules on them.
 Nitrogen-fixing
bacteria living in
these nodules
change nitrogen in
the air into nitrates.
The nitrogen cycle
 The nitrogen-fixing
bacteria are essential
to maintain the
fertility of the soil.
 Without them food
yields would rapidly
fall.
NITROGEN CYCLE INFORMATION- backside of sheet
* ~79% of air is N2 gas
* N is essential to plants and animals
* Plants and animals can’t use N2 gas
* Usable N: ammonia (NH3) or nitrate (NO3)
* Conversion of atmospheric N2 to NH3 and NO3
 Nitrogen fixation
1. Aquatic ecosystems: blue-green algae
2. Terrestrial ecosystems: bacteria on root nodules of
legumes (peas, beans, alfalfa, clover)
3. Lightening
* Nitrogen RETURNS to soil by:
1. decomposition of once living things
 ammonifying bacteria + fungi
2. exists in soil as nitrate (NO3-), nitrite (NO2), and ammonia (NH3)
* Nitrogen returns to atmosphere by:
1. denitrifying bacteria
Nitrogen Cycle and Humans:
1. Nitrogen required for genetic materials (DNA, RNA, amino acids)
Tuesday 9-17-13
Due: Succession/ Story Maps
Objective: Understand the difference between primary and
secondary succession; understand relationships that
occur within the ecosystem; understand carrying capacity
and the limiting factors that effect it.
Agenda:
1. Bell Ringer 7 (18 L) - as a class
2. Notes- ( 18R)
3. Independent Practice: Limiting Factors
Homework: Study for exam Thursday!!
Come to Open house, receive a free 100!!
Bell Ringer 7- 18L
Bell Ringer 7
Succession
Different definitions:
1. The progressive replacement of one dominant type of
species or community by another in an ecosystem until a
stable climax community is established.
2. Changes which increase the community complexity
over time
3. Succession is a series of changes that take place in a
community as it gets older.
4. A somewhat regular progression of species
replacement
2 type of succession:
Primary and Secondary
Primary : Succession that occurs where life has not existed before
OR Succession that occurs on an area that never had life on it
before. This can happen after a volcano forms a new island, a
receding glacier exposes new rock, or a fire burns all vegetation
and a new habitat is formed.
Secondary : Succession that occurs in areas where there has been
previous growth, such has a forest clearing or an abandoned field OR
Succession where the community of plants that exists in an area
is changed after a disturbance. Such changes include fires
(including natural forest fires), floods, earthquakes, landslides,
and such human caused phenomena as farming, logging, road
building, and home or building construction.
Pioneer Species
The first organisms to live in a new habitat where soil is
present tend to be small, fast growing plants, called
pioneer species. Pioneer plants are the 1st plants that
live in an area after a disturbance. Their seeds are
carried to the area by the wind, by the action of water,
or accidently in the guano (birdy poo) of birds or
stuck to the feathers or fur of animals (remember
some seeds have a sticky outer coats to help move
them to new areas!).
Pioneer plants arise more quickly during secondary
succession because there is already soil present.
Fight or Flight (18R)
http://cmhc.utexas.edu/stressrecess/animations/fofmovie-start.swf
1. Based off the video give a definition
for fight or flight
2. What body system is responsible for
fight or flight?
3. Where have you seen fight or flight
happen in nature?
4. Have you ever experienced or
witnessed a fight or flight?
Territorial Displays (18R)
1. Based off the video give a definition for
territorial displays.
2. Where have you seen this take place in
nature?
3. How
have
you
displayed
territorial
http://www.youtube.com/watch?v=c0Lw23yQFwQ
displays?
Circadian Rhythms (18R)
1. Based off the video give a definition for
circadian rhythms.
2. How can circadian rhythms be used in
nature?
http://catchingsomezzz.wordpress.com/circ
3. How
do animals use circadian rhythms?
adian-rhythm/
Eutrophication
 Eutrophication is the enrichment of an ecosystem with chemical
nutrients, typically compounds containing nitrogen, phosphorus, or
both.
 Eutrophication can be a natural process in lakes, occurring as they
age through geological time.
 Eutrophication was recognized as a pollution problem in European
and North American lakes and reservoirs in the mid-20th century.
 Human activities can accelerate the rate at which nutrients enter
ecosystems.
 Runoff from agriculture and development, pollution from septic
systems and sewers, and other human-related activities increase
the flux of both inorganic nutrients and organic substances into
terrestrial, aquatic, and coastal marine ecosystems (including
coral reefs).
-
Carrying Capacity
largest number of individuals of
a particular species that can survive
over long periods of time in a given
environment, this level depends on
the effect of the limiting factors
Limiting Factors
A factor present in an environment that
controls a process, particularly the growth,
abundance or distribution of
a population of organisms in an ecosystem
Two Types: Density Independent and Density Dependent
DI: Natural Disasters, temperature, sunlight, physical
features
DD: disease, stress, competition, predation
Todays Assignment- Start
Limiting Factors Reading
Start on completing the Limiting Factors
Activity with your desk mate.
Please stay on task, discuss quietly and
ask questions if clarification is needed.
Welcome to Biology!
Ms. Tate
Biology/Pre-AP Biology
D110
International Scholars
Acadmey
9-18-13 Wednesday
Past Due: Day 1- Succession Internet Activity
Objective:
 Analyze the flow of matter and energy through trophics levels using various models, including
food chains, food webs, and ecological pyramid.
 Recognize that long term survival of species is dependent on changing resource bases that are
limited.
 Describe the flow of matter through the carbon and nitrogen cycles and explain the
consequences of disrupting these cycles.
 Describe how environmental change can impact ecosystem stability.
Agenda
1. Rubric for presentation day/ Create Ways to Bring
your story to life
2. PBL project completion- Go to the Library
Homework: Study for Ecology Exam tomorrow!!!, Project
Presentation day moved to Tuesday ( no school Monday)
9-19-13 Thursday
TTHL….Desoto
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Vs. Cedar Hill
Objectives
Analyze the flow of matter and energy through trophic levels using various models, including food
chains, food webs, and ecological pyramid.
Recognize that long term survival of species is dependent on changing resource bases that are
limited.
Describe the flow of matter through the carbon and nitrogen cycles and explain the consequences
of disrupting these cycles.
Describe how environmental change can impact ecosystem stability.
Agenda:
1. Ecology Exam
2. After Exam, Complete Limiting Factors Reading Sheet
Homework: Vocabulary: biomolecule, carbohydrate,
lipid, protein, nucleic acid, enzyme, monomer, polymer,
dehydration synthesis, hydrolysis ( due 9/24/13 19R)
Past Due Day 2: Succession Internet Paper
Extra Credit Due Tomorrow
9-20-13 Friday
No School Monday
Objectives
 Analyze the flow of matter and energy through trophics levels using various
models, including food chains, food webs, and ecological pyramid.
 Recognize that long term survival of species is dependent on changing resource
bases that are limited.
 Describe the flow of matter through the carbon and nitrogen cycles and explain the
consequences of disrupting these cycles.
 Describe how environmental change can impact ecosystem stability.
Agenda:
1. Ecology PBL Presentation Set-Up Day
Due: Limiting Factors Worksheet ( 19L)
Homework: Vocabulary due Tuesday (9/24); Project Presentations
Tuesday ( 9/24)