VOCABULARY Carbon Cycle Respiration Nitrogen cycle Phosphorus cycle

VOCABULARY • • Carbon Cycle Respiration Nitrogen cycle Phosphorus cycle

CYCLES • You just reviewed/learned how organisms are interconnected based upon energy. We will develop this further, but for now you need to know that just as organisms are interconnected to each other they are connected to the physical environment as well. • You should be able to give several examples of non-living things that organisms, such as yourself, require to live. • Oxygen, water, carbon, nitrogen, and phosphorus are a few examples of these that we will discuss in this section. • Not what roles they play though. These fit in to several other processes and molecules that we’ve studied or will study. • Your goal will be to learn how these substances cycle through the ecosystems so that they maintain their availability to living organisms as they are requirements for life as it is today. • Use this period to : 1. Complete the notes outlines for the cycling of matter. 2. Complete the packet POGIL: Nutrient Cycles.

CARBOHYDRATES Other names and Sugars, starches, simple sugars, examples complex carbohydrates, mono-/di- /polysaccharides Subunits Simple Sugar Ex. Glucose = 6 carbon sugar. LIPIDS Fats, oils, waxes, steroids, hydrocarbons, fatty acids PROTEINS Polypeptides, enzymes, NUCLEIC ACIDS DNA, RNA, ATP Amino Acid: Nucleotide ATP: High energy molecules Fatty acid: Fatty acid - Basic structure - Triglyceride Amino acids are bonded together using covalent peptide bonds. General Shape Hexagon Chain, 3 - chains hanging Clover Turkey? Functions Long-term energy storage, controlling water (water proofing), membrane formation Structure, movement, enzymes & chemical reactions, energy, immunity. DNA/RNA: Genetic information ATP: Energy for cells. Short term energy storage, (sugars), structure (cellulose & chitin) Subunit = building block, monomer Macromolecule = organic compound, organic molecules, polymer. Catabolic = rxns that breakdown Anabolic = rxns that build Dehydration Synthesis = creation of polymers by linking monomers together, creating water in the process

CYCLES IN NATURE • Biogeochemical cycles = Cycles in which water and/or minerals are recycled and reused by moving from the non-living portion of the environment into living things and back again. • Water Cycle • Carbon Cycle • Nitrogen Cycle

WATER CYCLE • Water is an essential molecule composed of 2 hydrogen atoms bonded in a V-shape to one oxygen atom. • It’s uses are innumerable – drinking, cleaning, cooking, chemical reactions, etc. – and it’s all over the place. However, water can only be used in life in its liquid form, as long as it’s not contaminated. • Review your notes on water to see all of its many properties and uses, but the fact that we are over 75% shows how important it is. • The water cycle continuously moves water between the atmosphere, the land, and the oceans. • We see it first hand in several forms. • Since it’s a “cycle” there is no starting point. • Rain falls and is soaked up by the ground, or it pools where it’s drank, or it is absorbed by plants, or it will sit and evaporate back up into the atmosphere. • We’ll start with water forming in the atmosphere.

IN THE MARGIN OF YOUR NOTES, IDENTIFY THE STEPS NUMBERED 1 -6. CONDENSATION • First, water vapor (the “gas” form of water) loses energy, slows down, and condenses into droplets in the cool air of the sky into the clouds we see. • 1. Condensation is the process of water molecules combining with each other, forming hydrogen bonds. • Even if there’s no clouds there is still plenty of water there. At any moment, the atmosphere contains an astounding 37. 5 million billion gallons of water, in the invisible vapor phase. This is enough water to cover the entire surface of the Earth (land ocean) with one inch of rain [if it turned immediately into its liquid form]. http: //whyfiles. org/2010/how-much-water-is-in-the-atmosphere/

PRECIPITATION • When enough water accumulates in the atmosphere it collects a water droplets (a liquid), gets heavy, and falls back to Earth because of gravity. • This, what we call rain, sleet, snow, and hail is also known as 2. precipitation.

TRANSPIRATION & EVAPORATION • Once here if not consumed, the water is heated by the sun and is free to reenter the atmosphere as water vapor by 3. evaporation. • (boiling returns water to the atmosphere but it happens much faster as it requires more energy input) • Water is also released from tree leaves and plants in a process called 4. transpiration (& animals in perspiration…sweating).

FACTORS THAT AFFECT TRANSPIRATION • How fast transpiration occurs is important for some scientists to study, because there is a fear that as environmental conditions change on Earth this may lead to increased proportion of Earth’s water in the unusable form, vapor or gas.

RUN OFF & PERCOLATION Liquid water on Earth migrates wherever it can and pools in different ways. Some of this water enters through 5. percolation, or is absorbed or soaked into the soil and becomes groundwater. • Other water, called 6. runoff, flows and accumulates across the surface of Earth and runs into rivers, lakes, and oceans.

IN THE MARGIN OF YOUR NOTES, IDENTIFY THE STEPS NUMBERED 1 -6. Condensation

NITROGEN CYCLE • Nitrogen, another essential element, must also be cycled. The atmosphere is about 78% nitrogen gas, N 2. Most organisms cannot use nitrogen gas because it’s inert, meaning it’s chemically inactive. • Nitrogen is necessary as an element in many substances necessary for life. • Among other things…Nitrogen is used for 1. The amino acids of proteins. 2. In the nitrogenous bases of DNA & RNA • The nitrogen cycle is all about getting the nitrogen in the atmosphere into forms (ammonia and nitrates) that can be used by organisms (mainly plants). • The nitrogen cycle is the process in which nitrogen circulates among the air, soil, water, and organisms in an ecosystem.

NITROGEN CYCLE • Again, starting with atmospheric nitrogen. . . • In a process called nitrogen fixation, bacteria convert nitrogen gas, N 2, into ammonia, NH 3. • Lighting can also perform nitrogen fixation. Gas N 2 Nitrogen Fixation (Bacteria) NH 3 • Nitrogen-fixing bacteria live in the soil and on the roots of some plants. How atmospheric nitrogen gets into the soil so it can be accessed by living things.

NITROGEN CYCLE Organic Nitrogen Sources Ammonification (Decomposers) NH 3 • During ammonification, nitrogen from animal waste (urea from urine, nitrogen in feces) or decaying bodies (proteins and nucleic acids) is returned to the soil as ammonia by bacteria and decomposers. How atmospheric nitrogen gets into the soil so it can be accessed by living things.

NITROGEN CYCLE • During nitrification, ammonia, NH 3, is converted to nitrite and then nitrate NO 3. • Try not to confuse this with nitrogen fixation. Ammonia (NH 3) (nitrifying bacteria) Nitrites (NO 2 -) Nitrate (NO 3 -)

NITROGEN CYCLE Forms of nitrogen that can be accessed by living things • Assimilation is the process in which plants absorb nitrogen. When an animal eats a plant, nitrogen compounds become part of the animal’s body.

NITROGEN CYCLE • During denitrification, nitrate, NO 3, is changed to nitrogen gas, N 2, which returns to the atmosphere. NO 3, (denitrifying bacteria) Gas N 2

NITROGEN CYCLE Forms of nitrogen that can be accessed by living things How atmospheric nitrogen gets into the soil so it can be accessed by living things.

NITROGEN CYCLE: MACRO PERSPECTIVE Assimilation Ammonification Nitrogen fixation Denitrification Ammonia, Ammonium, and Nitrates are added to the ground in fertilizers! Nitrification

CARBON AND OXYGEN CYCLES • Carbon and oxygen are critical for life on Earth, and their cycles are tied closely together. • Together with Hydrogen, Carbon and Oxygen are the major elements in every biological molecule in every living thing. • • CHO = Sugars and Fats CHNOS = Proteins CHNOPS = Nucleic Acids Carbon, because of its bonding characteristics, is one of the most useful energy storage atoms in existence. • Oxygen, because of its bonding characteristics, is one of the more reactive elements in existence. • Just as with water, these are both cycled so organisms always have a supply available. • The carbon cycle is the continuous movement of carbon from the nonliving environment into living things and back. • Oxygen is linked to the carbon cycle because of the relationship between photosynthesis and cellular respiration.

THE CARBON CYCLE • Starting with atmospheric carbon dioxide, the carbon cycle begins with plants and other autotrophs absorbing CO 2 and converting into usable sugars and starches. • This process is known as photosynthesis.

THE CARBON CYCLE • Animals then eat this vegetation. • They break down the sugars & starches made by plants and covert it into ATP, the energy of metabolism. • In the process, they release CO 2 back into the atmosphere. • This process is called cellular respiration.

THE CARBON CYCLE • All life, plants, animals & everything else, eventually dies. • When it does it is broken down , decays, and collects as fossil fuels. • Fossil fuels, like oil, coal and natural gas, are formed from as a result of the decay and decomposition of carboncontaining organisms that accumulate after very long periods of time.

THE CARBON CYCLE • The burning of these fossil fuels and well as other organic material like wood, called combustion, also releases carbon dioxide back into the atmosphere.

THE CARBON CYCLE 6 H 2 O(g) + 6 CO 2(g) (sunlight) C 6 H 12 O 6 + 6 O 2 6 H 2 O(g) + 6 CO 2(g) + ATP C 4 H 10 + O 2 H 2 O(g) + CO 2(g) C 4 H 10

THE CARBON CYCLE Man also plays a role. We are responsible for burning fossil fuels, eating, releasing carbon dioxide, and dying. These all contribute to the cycling of carbon. COMBUSTION

QUESTIONS? • End of class notes.

CONCEPTS SUMMARY • These are things you have been exposed to and need to know: 1. What is the difference between food chains and food webs. 2. Why energy is lost in a food chain. 3. The 3 main cycles of matter. 4. Why they are important. 5. What are the steps in the cycles.

ANSWERS 1. Which of the following organisms can transform light energy into chemical energy? A. organism 1 B. organism 4 C. organism 7 D. organism 9 2. If a disease killed off all of organism 2, which of the following organisms would be most affected? A. organism 3 B. organism 7 C. organism 8 D. organism 9 3. . During which of the following months is the rate of photosynthesis greatest? A. May B. March C. January D. September 4. If the data were obtained from the atmosphere over an evergreen forest, the curve likely would A. rise from February to May and fall from August to November. B. vary less throughout the year. C. rise steadily from January to December. D. fall steadily from January to December. 5. If the y-axis of a graph displayed the rate of transpiration of a deciduous forest, the curve likely would A. rise from February to May and fall from August to November. B. vary little throughout the year. C. rise steadily from January to December. D. fall steadily from January to December.

CYCLE ILLUSTRATION ASSIGNMENT • Due Next Tuesday. • Choose any cycle studied. • Find pictures to represent all the participants in this cycle and make an illustration of this cycle. • Briefly outline this cycle in a paragraph on your poster. • Discuss details such as: • The importance of the cycle.

SECTION 2 DISCUSSION QUESTION • Construct a food chain with these organisms, starting with the primary producer at the bottom and the top consumer at the top. • Human, grass, cow. • Label who’s the producer, who’s the herbivore, who’s the consumers, and who’s the omnivore. • If there are 5050 calories produced in the producer level, how many calories are made available to the top consumer?

Each number represents an organism in the food web. 1. Which of the following organisms can transform light energy into chemical energy? A organism 1 B organism 4 C organism 7 D organism 9 2. If a disease killed off all of organism 2, which of the following organisms would be most affected? A organism 3 B organism 7 C organism 8 D organism 9

SECTION 3: DISCUSSION • Energy can be dispersed through an ecosystem by organisms consuming others, but organic compounds and certain necessary resources, like water, nitrogen, phosphorus, and carbon, are cycled. • Choose one of the 4 cycles and discuss 3 ways this matter is cycled and 3 ways the cycling of this matter is important. • You have 3 minutes. Write them down and be prepared to speak about them.

MRS. RYLAND PLACED A WATER PLANT IN A TEST TUBE, FILLED THE TEST TUBE WITH WATER, AND THEN INVERTED THE TUBE IN A BEAKER HALF FILLED WITH WATER. SHE PLACED A LAMP NEXT TO THE BEAKER AND TURNED ON THE LIGHT (SEE FIGURE 1). THE NEXT DAY THE CLASS SAW THAT THE LEVEL OF WATER IN THE TEST TUBE HAD GONE DOWN (SEE FIGURE 2). After seeing these results, Ella wrote four questions in her lab notebook. • Question 1: Why did the water level in the test tube go down? • Question 2: Is light needed to change the water level in the test tube? • Question 3: Did light cause the water level in the test tube to go down? • Question 4: Would a different type of plant change the water level in the test tube? Ella set up an experiment to investigate one of her questions. She set up one test tube to look like Figure 1. She set up another test tube similar to Figure 1 but without a lamp, and placed it in a dark closet. A day later, Ella checked the water level in each test tube. 1. Which question could best be answered with her experiment? A Question 1 B Question 2 C Question 3 D Question 4 2. What was the dependent variable in the student’s experiment? A the amount of light B the amount of time C the water level in the test tube D the type of plant in the test tube 3. What is the main substance found in the top part of the test tube labeled X in Figure 2? A oxygen B nothing C water vapor D carbon dioxide

1. During which of the following months is the rate of photosynthesis greatest? A. B. C. D. May March January September

2. If the data were obtained from the atmosphere over an evergreen forest, the curve likely would A. rise from February to May and fall from August to November. B. vary less throughout the year. C. rise steadily from January to December. D. fall steadily from January to December.

3. If the y-axis of a graph displayed the rate of transpiration of a deciduous forest, the curve likely would A. rise from February to May and fall from August to November. B. vary little throughout the year. C. rise steadily from January to December. D. fall steadily from January to December.

QUICK LAB: IN-CLASS EXERCISE/DEMO (20 PTS) You are a part of the carbon cycle. Every time you exhale, you release carbon dioxide (CO 2) into the atmosphere. But the CO 2 doesn’t stay CO 2 for long. Questions: 1. Watch the demonstration and note the color change of the bromthymol solution. 2. What do you think happened to the CO 2 that was exhaled into the solution? 3. How do plants, even aquatic plants, affect the carbon cycle. 4. Draw the exchange of the CO 2 and O 2 in the atmosphere and the processes that are involved.

PHOSPHORUS CYCLE • Phosphorus is often found in soil and rock as calcium phosphate, which dissolves in water to form phosphate. • The roots of plants absorb phosphate. Humans and animals that eat the plants reuse the organic phosphorus. • When the humans and animals die, phosphorus is returned to the soil.

PHOSPHORUS CYCLE • Like water, carbon, oxygen, and nitrogen, phosphorus must be cycled in order for an ecosystem to support life. • Remember, phosphorus is an important element in ATP and DNA. • It must cycle just like the other molecules. • The phosphorus cycle is the movement of phosphorus in different chemical forms from the surroundings to organisms and then back to the surroundings.

THE PHOSPHORUS CYCLE