B4 Whole Unit Ecosystems UA Satchel

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• B4 – Ecosystems - Title Page - Homework


• B4 – Topic Sheet – Trim and glue in
• B4 – Glossary (keywords from topic sheet) -
Homework
Keywords: ecosystem, population,
community, habitat, producers,
consumers, decomposers

B4.1.1 Ecosystems
Lesson objective:
We are learning about the organisation of animals in an
ecosystem
Starter:
How do you know
that you are all
the same
species?
Success criteria
You will be able to define and make sentences that use the
following key words: Habitat, Population, Community,
Ecosystem, Species, Biomass

You will be able to construct and label food chains and food
webs.

You will be able to explain why food chain lengths are limited

You will be able to state what is meant by decomposition and


state some examples of decomposers.
• https://www.youtube.com/watch?v=ePsjdKoS
A9g&list=PL9IouNCPbCxVuf3dVIq6kHQ0b27H
u-fgW
Higher: Match the The total number of organisms of
keyword to the each species
definition
All of the organisms living within one
ecosystem
Habitat
Population The amount of biological mass (living
Community mass) that is present

Ecosystem A place where an animal lives


Species
All of the living things and all of the
Biomass physical conditions in one area

A group of organisms which have


similar features which can interbreed
to give fertile offspring
Higher: Match the The total number of organisms of
keyword to the each species
definition
All of the organisms living within one
ecosystem
Habitat
Population The amount of biological mass (living
Community mass) that is present

Ecosystem A place where an animal lives


Species
All of the living things and all of the
Biomass physical conditions in one area

A group of organisms which have


similar features which can interbreed
to give fertile offspring
Foundation: Match The total number of organisms of
the keyword to the each species
definition
All of the organisms living within one
ecosystem
Habitat
Population A place where an animal lives
Community
All of the living things and all of the
Ecosystem physical conditions in one area
Species
A group of organisms which have
similar features which can interbreed
to give fertile offspring
Foundation: Match The total number of organisms of
the keyword to the each species
definition
All of the organisms living within one
ecosystem
Habitat
Population A place where an animal lives
Community
All of the living things and all of the
Ecosystem physical conditions in one area
Species
A group of organisms which have
similar features which can interbreed
to give fertile offspring
https://www.youtube.com/watch?v=PAgPUrsG
3YE
1. In your books, construct the longest food chain you can. You can use
any of the organisms from the selection below.
2. Add the following labels to your food chain
chiffchaff
Producer
Primary consumer
blue tit spider
Secondary consumer plants
owl
Tertiary consumer
Top carnivore
moth
1st trophic level
larva stoat
2nd trophic level ladybird
3rd trophic level
aphid vole
The length of a
food chain is
limited – why do
you think this is?

It is to do with how much energy


there is in a food chain. The further
into a food chain you go, the less
energy there is to pass onto the next
organism – eventually there is no
energy left!
Food chains

Producers - Decomposer –
Organisms that consumer that
can make their eats dead or
own food by decaying matter
photosynthesis
– plants and
algae

Consumers – organisms
that cannot make their
own food – they need to
eat something
Be careful with your arrows- they show energy flow from one thing to another so
they should go from the thing that is eaten to the thing that eats it
Why is a food
chain
unrealistic ?

Because most organisms do not feed


on one prey only – they will usually
eat a number of different organisms.
Food webs are a better
representation
Grass slug mouse owl
Construct a food
Grass slug shrew owl web from these
food chains. Start
Grass grasshopper spider mouse
with the producer
Grass mouse owl – each organism
Grass grasshopper spider shrew
should be written
in only once.
Grass grasshopper spider shrew owl Don’t forget the
Grass beetle shrew owl arrow direction.
Grass beetle spider owl

Grass beetle owl


Food Web Task
Owl
Spider

Shrew

Mouse Beetle
Slug
Grasshopper

Grass
Questions
1) Which organisms are primary and secondary
consumers?
2) How many producers are there ?
3) Are their any organisms that are both
secondary consumers and top carnivores?
4) How many herbivores are there ?
5) Why is a food web compared to a food chain
a more realistic representation of an ecosystem?
Which is the odd one
out and why?
What is the difference between a
detritivore and a decomposer?
• Decomposers are microorganisms. These bacteria and microscopic fungi
break down, or decay, dead organic material at a microscopic level. They also
break down animal waste, including faeces and urine. Through
decomposition nutrients are released which can then be recycled. Organisms
that feed on dead material in this way are called saprophytes.
• Detritivores are small animals. They speed up decomposition by shredding
organic material into very small pieces. This creates a larger surface area for
decomposers to work.

Keywords: dead, saprophytes, surface, microorganisms, nutrients, shredding,


animals.
What is the difference between a
detritivore and a decomposer?
• Decomposers are __________. These bacteria and microscopic fungi break
down, or decay, __________ organic material at a microscopic level. They
also break down animal waste, including faeces and urine. Through
decomposition __________ are released which can then be recycled.
Organisms that feed on dead material in this way are called __________.
• Detritivores are small __________. They speed up decomposition by
__________ organic material into very small pieces. This creates a larger
__________ area for decomposers to work.

Keywords: dead, saprophytes, surface, microorganisms, nutrients, shredding,


animals.
How does decomposition happen?
How does decomposition happen?

Enzyme secreting
part of the Dead
decomposer remains

Using the diagram, write a paragraph to explain how


decomposers cause materials to decompose.
Include:
• What they secrete, what happens to the dead matter, what
happens to the nutrients, suggest how the nutrients enter the
soil/ atmosphere.
Foundation: How does decomposition
happen?
1) 2) 3)

Enzyme secreting
part of the Dead
decomposer remains

Add the following statements to your diagram:


• The enzymes digest the dead matter and make it soluble
for use as growth and as an energy store
• The soluble products are absorbed by the fungus
• This breaks down substances in the organic matter
• Bacteria and fungi release enzymes
Foundation: How does decomposition
happen? Answers
1) 2) 3)

Enzyme secreting
part of the Dead
decomposer remains

Add the following statements to your diagram:


• Bacteria and fungi release enzymes (1)
• This breaks down substances in the organic matter (1)
• The enzymes digest the dead matter and make it soluble
for use as growth and as an energy store (2)
• The soluble products are absorbed by the fungus (3)
Exam Questions
Answers
Keywords: biotic factors, abiotic
factors

B4.1.2 Abiotic and biotic factors


Lesson objective:
We are learning about factors that influence the survival of
organisms
Starter:
If you are really trying to
understand the relationships
between difference organisms in
an ecosystem what other
information might be useful?
Success criteria
You will be able to state what organisms need to
survive

You will be able to explain the difference between


biotic and abiotic factors and give examples of
how they impact on organisms

You will be able to explain how to measure


certain biotic and abiotic factors
Which other factors can impact on the survival
of an ecosystem?

Give examples of biotic factors (meaning living


factors) and abiotic factors (meaning non-
living, physical factors).
Definitions
• Biotic factors are interactions associated with
living organisms. They can also influence the
distribution of organisms in an ecosystem.

• Abiotic factors are non-living variables that


can influence where organisms can live.
Biotic Factors (living)
• Competition for environmental resources
• Grazing
• Parasitism
• Predation
Abiotic Factors (non-living)
• Temperature
• Light intensity
• Moisture content of soil
• pH of the environment
• Oxygen
• Carbon dioxide
1. What do these
organisms need for
survival?

2. Which biotic factors


influence their survival?

3. What abiotic factors


impact on their
survival?
Light Intensity
• Needed for _______________ for the
producers
• The greater the light available, the ________
the success of the plant
Light Intensity
• Needed for photosynthesis for the producers
• The greater the light available, the greater the
success of the plant
Temperature
• Temperature has its greatest effect on the enzymes
that control metabolic reactions.
• Plants develop more _________ in warmer
temperatures.
• Ectotherms (cold blooded animals) rely on the
_________ to warm them up so their development
is dependent on temperature, for example lizards.
• Endotherms (_________ blooded animals) are less
affected by their external environment.
Temperature
• Temperature has its greatest effect on the
enzymes that control metabolic reactions.
• Plants develop more rapidly in warmer
temperatures.
• Ectotherms (cold blooded animals) rely on the
sun to warm them up so their development is
dependent on temperature, for example lizards.
• Endotherms (warm blooded animals) are less
affected by their external environment.
Moisture Levels
• Main component of blood plasma in animals.
Water helps plants carry out photosynthesis
and keeps plants upright.
• Water is also required for photosynthesis
Soil pH
• This impacts on the availability of certain minerals
• Some plant species grow better in acidic soils,
such as ferns.
• Cucumbers and cauliflower grow better in alkaline
soils.

• Other factors: carbon dioxide, oxygen levels,


minerals, space, food, breeding partners, shelter
We are going to use the equipment to measure some of
the biotic and Abiotic factors influencing the
development of plants

Factor Description Units


Task
• You will be measuring light intensity. This is a lux meter. You turn it on and it gives
a measurement. If the light intensity is too high you can turn it down so that it
gives you a less sensitive measurement – it will say X 1000

• You will be measuring plant growth or distribution using a quadrat. You can
measure local frequency which is where if the organism is found in a square you
count it as 1. You can also measure percentage cover – each square represents 1%.

• You will be measuring soil pH. You will need to make a solution of soil with water
then use pH paper to test it.

• You will be measuring soil moisture. Mass some soil. Microwave it for 1 minute
and use this equation to calculate the percentage moisture
Keywords: pyramids of biomass

Pyramids of Biomass (Triple)


Lesson objective:
We are learning about pyramids of biomass
Starter:
Success Criteria
• Explain what pyramids of biomass show
• Describe how biomass data is collected
• Construct a pyramid of biomass
Pyramid of numbers and biomass

A pyramid of number shows the population in each trophic


level. The bar width represents the number of organisms at
each level. The size of the organism is not taken into
consideration. A tree can support a large amount of life.

A Pyramid of Biomass is the amount of biological mass at each


level.

They are scale diagrams and the width of the bar presents
the biomass of an organism in the trophic level.
Which are
pyramids of
numbers and
which are
pyramids of
biomass?
Sparrow hawk = 0.5 kg Ladybirds = 0.002 kg
Sparrow = 5 kg Aphids = 0.001 kg
Earthworms = 30 kg Rose bush = 4 kg
Dead leaves = 200 kg

Construct pyramids of biomass for these. Remember you


need to choose a suitable scale.

Triple only
Keywords: competition, population,
interdependence, predation, mutualism, parasitism

B4.1.3 Competition and interdependence


Lesson objective:
We are learning about competition between organisms

Starter:
Give examples competition
between:
• Two animals
• Two plants
• A plant and an animal
Success criteria
You will be able to define competition and give
examples of resources that organisms compete
for.

You will be able to describe how organisms


interact within a community

You will be able to plot a graph of predator- prey


populations and explain how predator and prey
populations fluctuate in a predation relationship
What is competition?
• To survive, plants and animals need a number of different materials from
their SURROUNDINGS. If materials are limited, plants and animals have to
COMPETE for these resources.

• Plants need CARBON DIOXIDE, WATER, LIGHT, MINERALS and SPACE to


survive.

• Animals need FOOD, WATER, MATES, SPACE and SHELTER to survive.

• The AVAILABILITY of resources has a direct effect on the size of the


population. If there is a lot of food available, the population size is likely to
INCREASE.
• If resources are limited, this may result in weaker competitors DYING or
LEAVING the area.
What is competition?
• To survive, plants and animals need a number of different
materials from their __________ . If materials are limited,
plants and animals have to ________ for these resources.
• Plants need _______ , _________ , _________ , _______
and __________ to survive.
• Animals need _______ , _________ , _________ ,
_______ and __________ to survive.
• The _________ of resources has a direct effect on the size
of the population. If there is a lot of food available, the
population size is likely to _______.
• If resources are limited, this may result in weaker
competitors ________ or ________ the area.
• Keywords:
• https://www.youtube.com/watch?v=jQKN6-G
b1zM
How do species interact within a community?
Scientists study how different organisms depend on each other
within a community. This is known as interdependence. The
interactions between organisms are known as ecological
relationships. There are three main types: predation, mutualism
and parasitism.
Match the keyword to the definition and correct example
Describes the relationship where Tapeworm and humans
predation both organisms benefit from the
interaction

Describes the relationship Oxpeckers and buffalos


mutualism
between a predator and prey

parasitism Describes the relationship where Snowshoe hare and


only one organism gains from the canada lynx
interaction
How do species interact within a community?
Scientists study how different organisms depend on each other
within a community. This is known as interdependence. The
interactions between organisms are known as ecological
relationships. There are three main types: predation, mutualism
and parasitism.
Match the keyword to the definition and correct example
Describes the relationship where Tapeworm and humans
predation both organisms benefit from the
interaction

Describes the relationship Oxpeckers and buffalos


mutualism
between a predator and prey

parasitism Describes the relationship where Snowshoe hare and


only one organism gains from the canada lynx
interaction
What types of relationships are these?

• Bees and flowers mutualistic

• Blackbirds and worms predation

• Head lice and humans parasitic


Plot a predator- prey graph of the
data below. This is a line graph.
Your graph must include:
•An appropriate title
•Correct scale
•Axes labels and units
•Accurately plotted data
•A key

Explain the trend you see.


What is the trend?
What is the trend?
What is the trend?
Predator-Prey Explanation – Put these
statements in the correct order on your graph

• The predator numbers drop as there is now no food


and so the prey numbers start to increase.
• This can support the survival of more predator so
more predator offspring survive and the population
of predator increases
• The population of predators feed on more prey and
so the prey numbers start to drop.
• The population of prey increases and so there is a
larger food supply for the predator
Predator-Prey Explanation -Answers

1. The population of prey increases and so there is a


larger food supply for the predator
2. This can support the survival of more predator so
more predator offspring survive and the population
of predator increases
3. The population of predators feed on more prey and
so the prey numbers start to drop.
4. The predator numbers drop as there is now no food
and so the prey numbers start to increase.
Keywords: detritivores, Date:
decomposers

Decomposition (Triple)
Lesson objective:
We are learning about what happens to animals waste and
animal and plants remains
Starter: What causes this to happen? What factors affect
the rate at which this happens?
Success criteria
You will be able to define decomposition

You will be able to describe the action of


decomposers

You will be able to explain the various factors


that affect the rate of decomposition and
calculate the rate of decay
Which is the odd one
out and why?
How does decomposition happen?

Enzyme secreting
part of the Dead
decomposer remains

Using the diagram, write a paragraph to explain how


decomposers cause materials to decompose.
Include:
What they secrete, what happens to the dead matter, what
happens to the nutrients, suggest how the nutrients enter the
soil/ atmosphere.
How does decomposition happen?
Like other biological
processes,
decomposition is a
chemical reaction.
Which factors will affect
the rate of the reaction?
Day Mass of bread (g) Rate of decay (g/day)
0 30
5 28 0.4
10 25 0.6
15 20 1
20 10 2
Keywords: transpiration, condensation, evaporation,
precipitation, percolation

B4.1.4 Nutrient cycling


Lesson objective:
We are learning about how water is cycled in the ecosystem

Starter: Why is water an essential part of the survival of an


ecosystem?
Why is water an essential part of the
survival of an ecosystem?
• Water is an essential component of any
ecosystem.
• All living organisms need to drink or absorb
water to survive.
Success criteria
You will be able to describe why nutrient cycling
is a critical part of the survival of an ecosystem

You will be able to complete a diagram of the


water cycle

You will be able to outline the journey of a water


molecule through the ecosystem
What is nutrient cycling?

Keywords: decomposers, nutrients, atmosphere, eaten, soil


What is nutrient cycling?
• Plants obtain the _________
they need for growth from the
_________.
• These are passed onto animals
when the plant is _________.
• When plants lose material such
as leaves and organisms die,
_________ release the trapped
nutrients.
• Many of the nutrients are
released back into the soil,
where they are absorbed by
plants. Some are released into
the _________.
Keywords: decomposers, nutrients, atmosphere, eaten, soil
What is nutrient cycling?
• Plants obtain the nutrients they
need for growth from the soil.
• These are passed onto animals
when the plant is eaten.
• When plants lose material such
as leaves and organisms die,
decomposers release the
trapped nutrients.
• Many of the nutrients are
released back into the soil,
where they are absorbed by
plants. Some are released into
the atmosphere.
What materials are cycled?
• Carbon is one of the most common elements
in organisms.
• It is used to make carbohydrates, fats, proteins
and DNA.
• It cycles between the atmosphere, living
organisms and fossil fuels.
• It can also become trapped in the oceans and
rocks.
Nitrogen Cycle
https://www.youtube.com/watch?v=UrP1E-yM7Cs
Nitrogen Cycle Keywords
Bacteria that
breaks down
nitrates in the soil,
Denitrifying releasing nitrogen
bacteria into the air

When nitrogen in
the air is converted
Nitrifying
into nitrates in the
bacteria
soil by bacteria

Found in the root


Nitrogen nodules of plant
fixation roots, take in
nitrogen gas and
make nitrates
Nitrogen Converts ammonia
fixing bacteria in the soil into
nitrates.
Bacteria that
breaks down
Denitrifying nitrates in the soil,
bacteria releasing nitrogen
into the air

When nitrogen in
Nitrogen the air is converted
fixation into nitrates in the
soil by bacteria

Found in the root


Nitrogen nodules of plant
fixing roots, take in
bacteria nitrogen gas and
make nitrates

Converts ammonia
Nitrifying in the soil into
bacteria nitrates.
Nitrogen Cycle – Use the diagram to fill in
the gaps
• Nitrogen makes up nearly 80% of the
atmosphere. Organisms use nitrogen to make
DNA and proteins. Most organisms can only use
nitrogen when it is part of a compound, such as
nitrate.
• Nitrogen exists in the soil as _______ dissolved in
water.
• The water is taken up by the roots and ______ is
made.
• When the plant is eaten, the _______ compounds
are passed on to an animal.
• When the plants and animals die, these
compounds are broken down and released back
into the soil as _______.
• Animals also put nitrogen back into the soil in
faeces and urea.
• Some plants such as peas and beans (legumes)
form mutualistic relationships with _______
_______. They live in their roots and combine
nitrogen from the air with oxygen to form
nitrates. These are then used by the plant.

Keywords: nitrogen, ammonia, nitrates, nitrogen-fixing bacteria, protein


Nitrogen Cycle – Use the diagram to fill in
the gaps
• Nitrogen makes up nearly 80% of the
atmosphere. Organisms use nitrogen to make
DNA and proteins. Most organisms can only use
nitrogen when it is part of a compound, such as
nitrate.
• Nitrogen exists in the soil as nitrates dissolved in
water.
• The water is taken up by the roots and protein is
made.
• When the plant is eaten, the nitrogen compounds
are passed on to an animal.
• When the plants and animals die, these
compounds are broken down and released back
into the soil as ammonia.
• Animals also put nitrogen back into the soil in
faeces and urea.
• Some plants such as peas and beans (legumes)
form mutualistic relationships with nitrogen-fixing
bacteria. They live in their roots and combine
nitrogen from the air with oxygen to form
nitrates. These are then used by the plant.
Satchel One 6 Marker Q
• You should have submitted this by now on satchel one or by email to pwalia@bealhighschool.co.uk

• Please look at what I have written and improve in green font. DO NOT delete anything from the slide, just
add in your improvements.

• Due today by 1.30pm


The Water Cycle
• The water cycle moves water and nutrients
through the atmosphere, soil, rivers, lakes and
oceans.
• It brings fresh water to people, animals and
plants all around the world.
• As water moves through the cycle it also
transports nutrients.
• This helps to replenish those that have been
used within a habitat.
Foundation: Match the keyword to the definition.

Condensation Water trickles through gaps in soil and rocks

Water gains heat energy and turns from


Evaporation
liquid state to gas state and can escape from
the mass of water
Transpiration
Water vapour cools and turns from a gas to a
Percolation liquid

Water droplets in clouds become heavy and


Precipitation
fall as rain or snow or hail.

The movement of water through a plant


Foundation: Match the keyword to the definition

Condensation Water trickles through gaps in soil and rocks

Water gains heat energy and turns from


Evaporation
liquid state to gas state and can escape from
the mass of water
Transpiration
Water vapour cools and turns from a gas to a
Percolation liquid

Water droplets in clouds become heavy and


Precipitation
fall as rain or snow or hail.

The movement of water through a plant


Match the keyword to the definition. There is one that doesn’t have
a definition.
Condensation Water trickles through gaps in soil and rocks

Water gains heat energy and turns from


Evaporation
liquid state to gas state and can escape from
the mass of water
Transpiration
Water vapour cools and turns from a gas to a
Percolation liquid

Water droplets in clouds become heavy and


Precipitation
fall as rain or snow or hail.

Cooling The movement of water through a plant


Match the keyword to the definition

Condensation Water trickles through gaps in soil and rocks

Water gains heat energy and turns from


Evaporation
liquid state to gas state and can escape from
the mass of water
Transpiration
Water vapour cools and turns from a gas to a
Percolation liquid

Water droplets in clouds become heavy and


Precipitation
fall as rain or snow or hail.

Cooling The movement of water through a plant


Keywords: Evaporation, percolation, ocean, surface run off,
condensation, condensation, precipitation, transpiration
condensation precipitation condensation

transpiration
Surface run off evaporation

percolation
ocean
Water Cycle Adventure
• Using your diagram, describe the journey of a
water molecule from a river high in the
mountains, through the atmosphere and
eventually back to the starting point.
Success Criteria:
NAME: Answer in full sentences:
• How does nitrogen exist when it is in the soil?
Exam Question: Explain the process of the • What is made in the plant?

nitrogen cycle (6 marks) •



What happens when the plant is eaten?
What happens when plants and animals die?

Type your answer in this box, start with the •



How do animals put nitrogen back into the soil?
What are nitrogen-fixing bacteria?
nitrates in the soil: • What are denitrifying bacteria?

Keywords:
Nitrogen, nitrogen-fixing bacteria, decomposers, ammonia, nitrifying
bacteria, nitrates, denitrifying bacteria.

Mrs Walia’s Feedback:


Score: /6
Keywords: photosynthesis,
respiration, combustion

B4.1.5 Carbon cycle


Lesson objective:
We are learning about how carbon is cycled in the ecosystem

Starter: Which process adds carbon dioxide to the


atmosphere. What are the effects of high levels of carbon
dioxide?

https://www.youtube.com/watch?v=cWj3u8voDSg
Keywords: decomposers, death, Date:
photosynthesis.

B4.1.5: The Carbon Cycle


Lesson objective: To understand how carbon flows through the ecosystem in the carbon cycle.

Starter: Fill in the blanks:

Living things are made up of elements they take from the environment. For
example plants take in carbon, hydrogen, oxygen , nitrogen etc. etc.
Plant turn these elements into complex compounds such as carbohydrates,
proteins and fats that make up living organisms.
These are taken in by animals when they feed on the plants.
The elements are recycled which means they are returned to the environment
i.e. the soil and the air) through the waste products or through breathing or when
the animals die.
Dead organisms and waste products decay because they are broken down by
decomposers (usually microorganisms) – that’s how the elements are returned
back to the soil. breathing, complex compounds ,animals die,
decay, decomposers, Waste products , living things,
carbon , recycled, environment.
Success criteria
You will be able to state ways in which CO2 is
added and removed from the environment.

You will be able to complete the carbon cycle


diagram

You will be able to make a revision device that


explains the carbon cycle.
• There is only a certain amount of carbon on
Earth.
• It is therefore vital that it is recycled through
the ecosystem to ensure that all living things
have enough carbon to help them survive.

• We call the way in which carbon is recycled,


THE CARBON CYCLE
The carbon cycle describes the
stores of carbon and processes
that move carbon around the
ecosystem.
State 4 ways in which carbon dioxide is
added to the atmosphere
1. Respiration – when energy is created in the
body
2. Burning fossil fuels

3. Volcanic activity

4. Decomposition – dead substances are broken


down
State 2 ways in which carbon dioxide is
removed from the atmosphere
1. Photosynthesis

2. Dissolved in shallow and deep


ocean water
State 3 ways in which carbon dioxide is
stored
1. Stored in animals/plants

2. Marine sediments

3. Dead organisms in fossil fuels


The carbon cycle
• CO2 in the atmosphere is made into glucose by photosynthesis.

Atmospheric CO2

is
es
th
yn
os
ot
Ph
The carbon cycle
• The carbon is now present in the plant as sugar and other
molecules.
Atmospheric CO2

is
es
th
yn
os
ot
Ph
The carbon cycle
• This carbon can follow a number of different routes:

Atmospheric CO2

is
es
th
yn
os
ot
Ph
The carbon cycle
• If the plant is eaten by an animal it will be incorporated into
the animal (assimilation)…

Atmospheric CO2

is
es
th
yn
os
ot
Ph

Fe
ed
ing
The carbon cycle
• …or excreted by the animal (urine and faeces)…

Atmospheric CO2

is
es
th
yn
os
ot
ph

fee
din
g

waste
The carbon cycle
• The sugar can be broken down to CO2 by respiration.

Atmospheric CO2

is
es
th
yn
os

respiration
ot
ph

fee
din
g

waste
The carbon cycle
• Sugars in the plant will also be converted to CO2 when the
plant respires.

Atmospheric CO2

s
ira esi
th

n
yn

tio
os

respiration
ot

sp
ph

re

fee
din
g

waste
The carbon cycle
• Animal waste, and dead organisms undergo decomposition
by microbes such as fungi and bacteria.

Atmospheric CO2

s
ira esi
th

n
yn

tio
os

respiration
ot

sp
ph

re

ass
imi
lati
on

dea
waste
death

th

Microbes
The carbon cycle
• Again, the carbon is either assimilated into the microbe or
released by respiration as CO2.

Atmospheric CO2

s
ira esi
th

n
yn

tio
os

respiration
ot

sp
ph

respiration
re

fee
din
g

dea
waste
death

th

Microbes
The carbon cycle
• However, sometimes dead organisms and waste are not
completed decomposed by the microbes.

Atmospheric CO2

s
ira esi
th

n
yn

tio
os

respiration
ot

sp
ph

respiration
re

fee
din
g

dea
waste
death

th

Microbes
The carbon cycle
• The carbon in these remains can go on to form fossil fuels.

Atmospheric CO2

is
es
th

n
yn

tio
os

respiration
ira
ot

sp
ph

respiration
re

fee
din
g

dea
waste
death

th

Microbes
The carbon cycle
• The burning of these fuels (combustion) converts the carbon
into atmospheric CO2 and other gases such as methane.

Atmospheric CO2

is
co

es
m
bu

th

n
yn
st

tio
io
os

respiration
ira
n
ot

sp
ph

re

fee
din
g

dea
waste
death

th

Fossil fuels
The carbon cycle
• CO2 can also dissolve in water.

Atmospheric CO2
co

is
es
m
bu

th

n
st
yn

tio
os io

respiration
n
ira
ot

sp
ph

re

fee
din
g

dea
waste
death

th

Fossil fuels H2CO3


The carbon cycle
• This process is reversible.

Atmospheric CO2
co

is
es
m
bu

th

n
st
yn

tio
os io

respiration
n
ira
ot

sp
ph

re

Fe
ed
ing

dea
waste
death

th

Fossil fuels H2CO3


What do each of these blue arrows represent in the carbon
cycle?
Add these
phrases to
the diagram
above !
Carbon dioxide in the
atmosphere

Death of
animals and
Excretion plants
Respiration

Photosynthesis
Burning of
fossil fuels Feeding

Carbon in the soil

Look at the thought bubbles! Each process has an impact on the carbon in the
ecosystem. Write a statement on what impact each of these processes will have
on the carbon in the carbon cycle?
The carbon cycle
Carbon in the atmosphere increases
when Carbon Excretion
in the soil
Respiration
• Respiration • Excretion
increases
Carbon the air • Death and decay of animal
• Burning of fuels and plant
Death matter
of animals and plants
• Carbon in the atmosphere • Feeding of plants by animals
decreases when will make animal bodies and
• Photosynthesis
Photosynthesis removes then when animals die they
Carbon dioxide from air will decomposeFeedingto be recycled
by decomposers and returned
to the soil.

Burning of fossil fuels


Task
Fill in the blanks using the keywords below:
• Animals
• Animals
• Carbonaceous rocks
• Dissolved CO2
• CO2 in the atmosphere
• Fossil fuels
• Sediments
• Phytoplankton
• Dead organisms
• Dead organisms
The Carbon Cycle

The carbon cycle describes the stores of carbon and


processes that move carbon around the ecosystem.
The Carbon Cycle
Add the following statements to your
diagram
• Plants are eaten by other animals
• Over millions of years, plants and animals become fossil fuels
• Burning fossil fuels
• Decomposition
• Decomposition
• Carbon dioxide in the atmosphere
• Carbon in decaying matter and waste
• Carbon in fossil fuels (natural gas, coal and oil)
• Respiration
• Respiration
• Respiration
• Photosynthesis
The Carbon Cycle
What is global warming?
Global warming refers to the increase in
the Earth’s temperature due to the
greenhouse effect, which can cause
changes in climate.

Carbon dioxide is considered the most


significant greenhouse gas.
This is because carbon dioxide can remain in
the environment over a long time, from 50
to 200 years.

Any process producing carbon dioxide today could affect


the climate for hundreds of years.
How might human activities have contributed to this?
When we interfere we create problems because by
burning more fossil fuels we introduce large
amounts of carbon dioxide into the air which was
stored millions of years ago.

It is also suggested that carbon dioxide is a


greenhouse gas which is contributing to global
warming.
Fossil fuels are not sustainable

Are bio-fuels the


answer?
Make a revision device that explains the carbon
cycle.

Must show all of the things that put carbon dioxide in the
atmosphere (combustion, respiration, decomposition,
dissolved carbon dioxide)

Must show all of the things that put carbon into living things
( eating, photosynthesis, )

Must show the role sediments, carbonaceous rocks and dead


organisms have.
Task
• List as many processes as you can that release
CO2 into the atmosphere.
• List as many processes as you can that remove
CO2 from the atmosphere.
The carbon cycle

True or false?
Write the statement out. Write if it is true or
false? If it is false, explain why it is false.
1. Green plants use carbon dioxide in photosynthesis.
2. Combustion removes carbon from the atmosphere
3. The largest store of carbon is the atmosphere
4. Respiration adds carbon dioxide to the atmosphere
5. Respiration only occurs in animals
6. Decomposers remove carbon dioxide from the atmosphere
7. Fossil fuels represent a huge (but decreasing) store of carbon
8. Increasing carbon dioxide may cause global cooling
9. Energy is transferred from plants to animals to decomposers
10. Respiration releases energy to the environment in the form
of heat
Green plants use carbon dioxide in
photosynthesis.

True
Combustion removes carbon from the
atmosphere

False – combustion releases carbon


dioxide gas
The largest store of carbon is the
atmosphere

False – more is found in marine


organisms and limestone rock deposits
Respiration adds carbon dioxide to the
atmosphere

True
Respiration only occurs in animals

False – both animals and plants respire


Decomposers remove carbon dioxide from
the atmosphere

False – they respire and release carbon


dioxide
Fossil fuels represent a huge (but
decreasing) store of carbon

True
Increasing carbon dioxide may cause global
cooling

False – scientists think it will cause global


warming
Energy is transferred from plants to
animals to decomposers

True
Respiration releases energy to the
environment in the form of heat

True
Exam style Question
Describe the processes in the carbon cycle and
the conversions that occur. [6 marks]

Your answer should include the following points,


and marks will be awarded for how you structure
your response, linking the different ideas together.
Exam style Question
Describe the processes in the carbon cycle and
the conversions that occur. [6 marks]

Your answer should include the following points,


and marks will be awarded for how you structure
your response, linking the different ideas together.
•Photosynthesis converts carbon in carbon
dioxide to glucose.
•Respiration converts carbon in glucose to
carbon dioxide.
•Combustion means burning. This converts
carbon in the fuel to carbon dioxide.
Keywords: biotic factors, a biotic Date:
factors

Nitrogen cycle (Triple)


Lesson objective:
We are learning about how nutrients are cycled in the
ecosystem
Starter:

Mark exam questions from last lesson.


Success criteria
You will be able to list the things that get
nitrogen into the atmosphere and those that
remove nitrogen from the atmosphere and put
it into the soil.

You will be able to construct a flow diagram to


explain this.
There are several types of bacteria that help to
convert nitrogen into various compounds that
are more useful to plants and animals
Bacteria that
Denitrifying breaks down
bacteria nitrates in the soil,
releasing nitrogen
into the air

Nitrifying When nitrogen in


bacteria the air is converted
into nitrates in the
soil by bacteria
Nitrogen
fixation Found in the root
nodules of plant
roots, take in
nitrogen gas and
Nitrogen fixing make nitrates
bacteria
Converts ammonia
in the soil into
nitrates.
Bacteria that
Denitrifying breaks down
bacteria nitrates in the soil,
releasing nitrogen
into the air

When nitrogen in
Nitrogen the air is converted
fixation into nitrates in the
soil by bacteria

Found in the root


nodules of plant
Nitrogen fixing roots, take in
bacteria nitrogen gas and
make nitrates

Converts ammonia
Nitrifying in the soil into
bacteria nitrates.
Microorganisms
• Nitrogen-fixing: the process of converting nitrogen
gas in the air into nitrates in soil. Occurs either by
lightning, or by nitrogen-fixing bacteria in the soil or
roots of plants.

• Denitrifying : process of converts nitrates in the soil


back into nitrogen gas in the air, occurs by
denitrifying bacteria in the soil

• Nitrifying bacteria: converts ammonia in the soil into


nitrates for the plants
Imagine this image is your background, you can sketch if you want to. Place your
cards into the right place and add arrows to show the nitrogen cycle.

The first group it do it will get achievement points

From your
diagram…
• Make a list of all
of the things that
take nitrogen
from the air

• Make a list of all


of the things that
put nitrogen
back into the soil
Keywords
• Decay by bacteria and fungi
• Nitrogen gas in the atmosphere
• Plant and animal wastes, dead organisms
• Nitrogen fixation
• De-nitrifying bacteria in the soil that turn nitrates into nitrogen
• Nitrates in the soil
• Nitrogen fixing bacteria in the roots of some plants
• De-nitrification
• Protein in animals
• Protein in plants
• Manufacture of fertilisers
We interfere with these processes because we add
nitrate to the soil in the form of fertilizer:

Biological applications of this are:


Eutrophication-too much artificial fertiliser and what it
does to the wildlife in ponds

Crop rotation – if we are not going to farm intensively we


can use crop rotation so that we can ensure that nitrates
are put back into the soil
1. Plants can’t take in nitrogen gas. In what form is nitrogen taken
into plants? [1 mark]

2. What type of bacteria is used to change nitrates into atmospheric


nitrogen? [1 mark]

3. When waste matter (dead organisms, faeces, urine…) decompose,


what are they broken down into? [1 mark]

4. Which type of bacteria changes the substance in question 3 into


nitrates? [1 mark]

5. What is nitrogen-fixing? How can it happen?[4 marks]


1. Nitrates
2. Denitrifying bacteria
3. Ammonia
4. Nitrifying bacteria
5. Nitrogen fixing is the process where
atmospheric nitrogen is converted to nitrates
in the soil (1). Caused by lightning (1) and
nitrogen-fixing bacteria (1) found in soil or in
the roots of plants (1).
There are processes that add nitrate to the soil and
processes that remove it and release it into the air as
nitrogen.

Nitrates are needed in organisms to make amino acids


which make up all of our proteins.

The amount of nitrogen containing compounds in the world


remains constant but where those nitrogen compounds are
found varies – more of the Nitrogen could be in the air or
more of the nitrogen could be in the
Nitrogen fixing bacteria – in soil or root nodules take nitrogen
gas out of the air and convert it to nitrate in the soil

Plants can take up the nitrate by active transport in their


roots.

Denitrifying bacteria take nitrate in the soil and convert it into


nitrogen gas which goes back into the air.

Feeding passes amino acids along a food chain (amino acids


have the nitrogen in them)

decay breaks down nitrogen compounds into ammonia and


returns it to the soil and bacteria convert it either back to
nitrate or to nitrogen gas.
Excreted products contain ammonia which can be converted
by bacteria to nitrate

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