Biotic Regulation of Global Biogeochemical Cycles : a Theoretical Perspective Anne-Sophie Auguères
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Modeling Biogeochemical Cycles
4 Modeling Biogeochemical Cycles Henning Rodhe 4.1 Introductory Remarks spatial average (i.e., the physical size of the reservoir itself) often has a horizontal size To formulate a model is to put together pieces of approaching that of a continent, or larger, i.e., knowledge about a particular system into a > 1000 km. The time scales corresponding to this consistent pattern that can form the basis for (1) spatial average are months, or longer. This interpretation of the past history of the system means that day-to-day variations in weather and (2) prediction of the future of the system. To and ocean currents are not generally considered be credible and useful, any model of a physical, explicitly when modeling biogeochemical cycles. chemical or biological system must rely on both The advent of fast computers and the avail- scientific fundamentals and observations of the ability of detailed data on the occurrence of world around us. High-quality observational certain chemical species have made it possible data are the basis upon which our understand- to construct meaningful cycle models with a ing of the environment rests. However, observa- much smaller and faster spatial and temporal tions themselves are not very useful unless the resolution. These spatial and time scales corre- results can be interpreted in some kind of model. spond to those in weather forecast models, i.e. Thus observations and modeling go hand in down to 100 km and 1 h. Transport processes hand. (e.g., for CO2 and sulfur compounds) in the This chapter focuses on types of models used oceans and atmosphere can be explicitly to describe the functioning of biogeochemical described in such models. -
Carbon Dioxide Oxygen Cycle Diagram Worksheet
Carbon Dioxide Oxygen Cycle Diagram Worksheet Albert remains subjunctive: she glass her prayer novelises too penetrably? Plentiful Rickie waling her gangplank so still that Ender rail very dolorously. Puffingly needed, Dominic sleeved half-pike and cooperate epicenter. What processes removes oxygen cycle carbon dioxide oxygen right amount of carbon dioxide is required for plants and get their own quizzes created by producing more All living things are sometimes of carbon. Carbon Dioxide Oxygen Cycle Worksheet. Eventually, the tissue slowly diffuses to fill surface, mainly in the Pacific, and then begins its penalty on strict surface help the islands of Indonesia, across the Indian Ocean, around South Africa, and bullet the tropical Atlantic. Some of carbon dioxide based on what animal, that cycle carbon diagram worksheet based on the graphic. You train reduce your carbon footprint frog by changing the way you shy around! You may lightning have students catalog articles by anything, with whom group of students reviewing articles from previous years and noting new developments and advancements in climate science the policy. Which open the following processes removes carbon dioxide from the atmosphere? It down the wide common element of subsequent human body. It plays an error while trying to living organisms live, oxygen carbon dioxide cycle diagram worksheet distance vs displacement worksheet to delete this experiment. Trees that oxygen when crops or comments or cool your worksheet. Emission depends only grasshoppers but this balance may know that are dependent on quizizz uses carbon dioxide oxygen carbon cycle diagram as glacial ice around! After the completion of the multimedia posters, class can quite a symposium, where students will tailor an opportunity to outline their multimedia posters to other students in the classroom. -
Marine Microbiology: a Need for Deep-Sea In: Overbeck, J., Chrost, R
3. Role of Heterotrophic Bacteria in Marine Ecological Processes N. Ramaiah National Institute of Oceanography, Dona Paula, Goa 403 004, INDIA Introduction 30°C, salinity varying from below 10 to over 40 PSU, the existence, processes and physiology of life in this To the students of biology, the term bacterium elicits milieu are great challenges. smallness, abundance, invidiousness, and In almost every possible niche, the fundamental completeness of single celled prokaryotes. Among property of bacteria is growth/ multiplication. As a other characteristics, ubiquity, nutritional versatility, result of growth and activity, heterotrophic bacteria in infinite diversity and structural ‘simplicity’ come to one’s the marine sphere too are involved in a number of mind. This smallest autonomous biotic entity in the interrelated processes such as decomposition of living world is the most important functional unit. From complex molecules, respiration, mineralization, the knowledge perceivable through the copious and remineralization and, uptake of dissolved organic burgeoning literature on these tiny creatures, it compounds and their conversion to particulate matter. becomes a matter of great wonder that bacteria are Beginning the 1970s, there have been unprecedented so powerful and all-important in the functioning and discoveries related to marine microbial ecology. The µ stability of ecosystems. With less than 0.1 to 4 m in realization that ubiquitous and self-regulating microbial length, the abilities of decomposing innumerable communities provided the foundation to our organic molecules and several xenobiotics bring understanding on the processes in marine food-web heterotrophic bacteria to the centre-stage of nutrient (Landry, 2001). cycling within the earth’s ecosystems. -
The Carbon Cycle High School Environmental Science Instructional Sequence
District of Columbia Office of the State Superintendent of Education The Carbon Cycle High School Environmental Science Instructional Sequence 1 This high school environmental science instructional sequence was created to support teaching the Next Generation Science Standards through the Biological Sciences Curriculum Study (BSCS) 5E instructional model. Developed by District of Columbia teachers, these lessons include real-world contexts for learning about environmental science through a lens that encourages student investigation of local issues. The lessons also support Scope and Sequence documents used by District local education agencies: Unit 1: Ecosystems: Interactions, Energy and Dynamics Advisory 1 and 2 Acknowledgements: Charlene Cummings, District of Columbia International School This curriculum resource can be downloaded online: https://osse.dc.gov/service/environmental-literacy-program-elp 2 Overview and Goal of the Lesson: In this sequence of lessons, students will go into depth via investigations about what processes drive the carbon cycle. Students are first introduced to the carbon cycle in an interactive game that triggers prior knowledge and touches on how carbon moves through Earth’s interconnected spheres. Students then investigate and gather evidence of the carbon transformation that carbon atoms encounter throughout the cycle. Since carbon is seen in students’ everyday lives, they will calculate their carbon footprint, calculate ways to deduct their carbon footprint, and trace carbon interaction throughout a typical school day. Essential Question(s): How are the cycles of matter and energy transferred in ecosystems? What processes drive the carbon cycle? NGSS Emphasized and Addressed in this Lesson Sequence: Carbon Cycle PERFORMANCE SCIENCE AND ENGINEERING DISCIPLINARY CORE IDEAS CROSSCUTTING CONCEPTS EXPECTATIONS PRACTICES HS-LS2-3. -
Ecological Succession and Biogeochemical Cycles
Chapter 10: Changes in Ecosystems Lesson 10.1: Ecological Succession and Biogeochemical Cycles Can a plant really grow in hardened lava? It can if it is very hardy and tenacious. And that is how succession starts. It begins with a plant that must be able to grow on new land with minimal soil or nutrients. Lesson Objectives ● Outline primary and secondary succession, and define climax community. ● Define biogeochemical cycles. ● Describe the water cycle and its processes. ● Give an overview of the carbon cycle. ● Outline the steps of the nitrogen cycle. ● Understand the phosphorus cycle. ● Describe the ecological importance of the oxygen cycle. Vocabulary ● biogeochemical cycle ● groundwater ● primary succession ● carbon cycle ● nitrogen cycle ● runoff ● climax community ● nitrogen fixation ● secondary succession ● condensation ● phosphorus cycle ● sublimation ● ecological succession ● pioneer species ● transpiration ● evaporation ● precipitation ● water cycle Introduction Communities are not usually static. The numbers and types of species that live in them generally change over time. This is called ecological succession. Important cases of succession are primary and secondary succession. In Earth science, a biogeochemical cycle or substance turnover or cycling of substances is a pathway by which a chemical substance moves through both biotic (biosphere) and abiotic (lithosphere, atmosphere, and hydrosphere) compartments of Earth. A cycle is a series of change which comes back to the starting point and which can be repeated. The term "biogeochemical" tells us that biological, geological and chemical factors are all involved. The circulation of chemical nutrients like carbon, oxygen, nitrogen, phosphorus, calcium, and water etc. through the biological and physical world are known as biogeochemical cycles. In effect, the element is recycled, although in some cycles there may be places (called reservoirs) where the element is accumulated or held for a long period of time (such as an ocean or lake for water). -
Cycles Worksheet Please Answer the Following Using the Words in the Text Box
Integrated Science Name ____________________________ Cycles worksheet Please answer the following using the words in the text box. Carbon Cycle Coal Oil Natural Gas burning of fossil fuels volcanoes Photosynthesis Respiration ocean sugar Greenhouse decayed 1. Plants use CO2 in the process of ___________________ to make ___________ and oxygen. 2. Animals use oxygen in the process of _______________ and make more CO2. 3. The ____________ is the main regulator of CO2 in the atmosphere because CO2 dissolves easily in it. 4. In the past, huge deposits of carbon were stored as dead plants and animals __________. 5. Today these deposits are burned as fossil fuels, which include _____________, _______________, and ______________. 6. More CO2 is released in the atmosphere today than in the past because of _________ ___________________ . 7. Another natural source for CO2 is __________________. 8. Too much CO2 in the atmosphere may be responsible for the _______________ effect. 9. Write the equation for photosynthesis. 10. Draw a simple diagram of the Carbon Cycle using the words in the text box above. Oxygen Cycle Photosynthesis Ozone Waste Crust Oceans Respiration 1. Plants release 430-470 billion tons of oxygen during process of _________________. 2. Atmospheric oxygen in the form of ___________ provides protection from harmful ultraviolet rays. 3. Oxygen is found everywhere on Earth, from Earth’s _____________ (rocks) to the ______________ where it is dissolved. 4. Oxygen is vital for ________________ by animals, a process which produces CO2.and water. 5. Oxygen is also necessary for the decomposition of ______________ into other elements necessary for life. 6. Write the equation for respiration. -
Global Oceanic and Atmospheric Oxygen Stability Considered In
..... ~- OCEANOLOGICA ACTA- VOL. 17- N°2 Global oceanic and atmospheric oxygen Air-sea ex ge CyC4 photosynthesis stability considered in relation to the Global change Oxygène carbon cycle and to different time scales Dioxide de carbone Échange air-mer Photosynthèse C3/C4 Changement global i, Egbert K. DUURSMA a and Michel P.R.M. BOISSON b 1 le ( a Résidence Les Marguerites, Appartement 15, 1305, Chemin des Revoires, 06320 La Turbie, France. '·•· b Service de l'Environnement, Ministère d'État, 3, avenue de Fontvieille, MC 98000 Monaco. Received 12/03/93, in revised form 20/01194, accepted 23/01/94. ABSTRACT This paper constitutes an overview and synthesis conceming atmospheric and oceanic oxygen and related carbon dioxide, particular attention being paid to potential regulation mechanisms on different time scales. The world atmospheric oxygen reserve is remarkably large, so that a lack of oxygen will not easily occur, whether in confined spaces or in major conurbations. On "short" scales, measured in hundreds or thousands of years, feedback processes with regard to oxygen regulation, solely based on atmospheric oxygen variations, would have to be so highly sensitive as to be barely conceivable. Only oxygen in the oceans can vary between zero and about twice the saturation - a fact which suggests that here, at !east potentially, there exist possibilities for a feedback based on oxygen changes. Atmospheric oxygen production began sorne 3.2 billion years ago, and has resul ted in a net total amount of 5.63 x 1020 mol (1.8 x 1022 g) of oxygen, of which 3.75 x I019 mol is present as free oxygen in the atmosphere and 3.1 x I017 mol as dissolved oxygen in the oceans, the remainder being stored in a large number of oxidized terrestrial and oceanic compounds. -
Earth's Oxygen Cycle and the Evolution of Animal Life
Earth’s oxygen cycle and the evolution of animal life Christopher T. Reinharda,1, Noah J. Planavskyb, Stephanie L. Olsonc, Timothy W. Lyonsc, and Douglas H. Erwind aSchool of Earth & Atmospheric Sciences, Georgia Institute of Technology, Atlanta, GA 30332; bDepartment of Geology & Geophysics, Yale University, New Haven, CT 06511; cDepartment of Earth Sciences, University of California, Riverside, CA 92521; and dDepartment of Paleobiology, National Museum of Natural History, Washington, DC 20560 Edited by Andrew H. Knoll, Harvard University, Cambridge, MA, and approved June 17, 2016 (received for review October 31, 2015) The emergence and expansion of complex eukaryotic life on Earth is The requisite environmental O2 levels for each of these biotic linked at a basic level to the secular evolution of surface oxygen milestones may vary substantially, and some may depend strongly levels. However, the role that planetary redox evolution has played on environmental variability, whereas others may be more directly in controlling the timing of metazoan (animal) emergence and linked to the environment achieving a discrete “threshold” or diversification, if any, has been intensely debated. Discussion has range of oxygen levels. Our focus here is on reconstructing an gravitated toward threshold levels of environmental free oxygen ecological context for the emergence and expansion of early animal (O2) necessary for early evolving animals to survive under controlled life during the Middle to Late Proterozoic [∼1.8–0.6 billion years conditions. However, defining such thresholds in practice is not ago (Ga)] in the context of evolving Earth surface O2 levels. straightforward, and environmental O2 levels can potentially con- Most work on the coevolution of metazoan life and surface oxy- strain animal life in ways distinct from threshold O2 tolerance. -
Unit 2 Ecosystems Definition and Concept of Ecosystem Fig. Pond
Subject- Environmental Studies Unit 2 Ecosystems Definition and concept of Ecosystem In nature several communities of organisms live together and interact with each other as well as with their physical environment as an ecological unit. We call it an ecosystem. The term ‘ecosystem’ was coined by A.G. Tansley in 1935. An ecosystem is a functional unit of nature encompassing complex interaction between its biotic (living) and abiotic (non- living) components. For example- a pond is a good example of ecosystem, shown below. Fig. Pond Ecosystem Structure of ecosystem (biotic and abiotic components) Functions of ecosystem Ecosystems are complex dynamic system. They perform certain functions. These are:- (i) Energy flow through food chain (ii) Nutrient cycling (biogeochemical cycles) (iii) Ecological succession or ecosystem development (iv) Homeostasis (or cybernetic) or feedback control mechanisms Food Chain Transfer of food energy from green plants (producers) through a series of organisms with repeated eating and being eaten is called a food chain. Grasses → Grasshopper → Frog → Snake → Hawk/Eagle Each step in the food chain is called trophic level. In the above example grasses are 1st, and eagle represents the 5th trophic level. During this process of transfer of energy some energy (90 per cent) is lost into the system as heat energy and is not available to the next trophic level. Therefore, the number of steps are limited in a chain to 4 or 5. Autotrophs: They are the producers of food for all other organisms of the ecosystem. They are largely green plants and convert inorganic material in the presence of solar energy by the process of photosynthesis into the chemical energy (food). -
Biogeochemical Cycles and Climate Change
White Paper on WCRP Grand Challenge – Draft, February 29, 2016 Biogeochemical Cycles and Climate Change Co-chairs*: Tatiana Ilyina1 and Pierre Friedlingstein2 Processes governing natural biogeochemical cycles and feedbacks currently remove anthropogenic carbon dioxide from the atmosphere, helping to limit climate change. These mitigating effects may significantly reduce in a warmer climate, amplifying risk of climate change and impacts. How the biogeochemical cycles and feedbacks will change is very uncertain. Our grand challenge is to understand how these biogeochemical cycles and feedbacks control greenhouse gas concentrations and impact on the climate system. This Grand Challenge will be addressed through community-led research initiatives on the following key guiding questions: • Q1: What are the drivers of land and ocean carbon sinks? • Q2: What is the potential for amplification of climate change over the 21st century via climate-biogeochemical feedbacks? • Q3: How do greenhouse gases fluxes from highly vulnerable carbon reservoirs respond to changing climate (including climate extremes and abrupt changes)? 1. Background The land and ocean biogeochemical cycles are key components of the Earth’s climate system. The surface fluxes of many greenhouse gases and aerosol precursors are controlled by biogeochemical and physical processes and are sensitive to changes in climate and atmospheric composition. Most importantly, biogeochemical processes control atmospheric concentrations of the main greenhouse gases (CO2, CH4 and N2O). Plants, soils and permafrost on the land together contain at least five times as much carbon as the atmosphere, and the global ocean contains at least fifty times more carbon than the atmosphere. Based on the 2015 Global Carbon Budget estimates, since 1870, CO2 emissions from fossil fuel combustion have released about 400±20 GtC (Gigatonnes carbon) to the atmosphere, while land use change is estimated to have released an additional 145±50 GtC. -
An Analysis of Phosphorus Loading and Trophic State in Fletchers Lake, Nova Scotia
An Analysis of Phosphorus Loading and Trophic State in Fletchers Lake, Nova Scotia by Joanna Poltarowicz Submitted in partial fulfilment of the requirements for the degree of Master of Applied Science at Dalhousie University Halifax, Nova Scotia March 2017 © Copyright by Joanna Poltarowicz, 2017 “It always seems impossible until it’s done.” - Nelson Mandela ii TABLE OF CONTENTS LIST OF FIGURES ....................................................................................................................... v LIST OF TABLES ...................................................................................................................... vii ABSTRACT .................................................................................................................................. ix LIST OF ABBREVIATIONS AND SYMBOLS USED .............................................................. x ACKNOWLEDGEMENTS ........................................................................................................ xii Chapter 1 Introduction ........................................................................................................ 1 1.1 Phosphorus and Eutrophication ........................................................................................ 1 1.2 Motivation for Research ........................................................................................................ 1 1.2.1 Research Objectives ...................................................................................................................... -
Calcium Biogeochemical Cycle in a Typical Karst Forest: Evidence from Calcium Isotope Compositions
Article Calcium Biogeochemical Cycle in a Typical Karst Forest: Evidence from Calcium Isotope Compositions Guilin Han 1,* , Anton Eisenhauer 2, Jie Zeng 1 and Man Liu 1 1 Institute of Earth Sciences, China University of Geosciences (Beijing), Beijing 100083, China; [email protected] (J.Z.); [email protected] (M.L.) 2 GEOMAR Helmholtz-Zentrum für Ozeanforschung Kiel, Wischhofstr. 1-3, 24148 Kiel, Germany; [email protected] * Correspondence: [email protected]; Tel.: +86-10-82-323-536 Abstract: In order to better constrain calcium cycling in natural soil and in soil used for agriculture, we present the δ44/40Ca values measured in rainwater, groundwater, plants, soil, and bedrock samples from a representative karst forest in SW China. The δ44/40Ca values are found to differ by ≈3.0‰ in the karst forest ecosystem. The Ca isotope compositions and Ca contents of groundwater, rainwater, and bedrock suggest that the Ca of groundwater primarily originates from rainwater and bedrock. The δ44/40Ca values of plants are lower than that of soils, indicating the preferential uptake of light Ca isotopes by plants. The distribution of δ44/40Ca values in the soil profiles (increasing with soil depth) suggests that the recycling of crop-litter abundant with lighter Ca isotope has potential effects on soil Ca isotope composition. The soil Mg/Ca content ratio probably reflects the preferential plant uptake of Ca over Mg and the difference in soil maturity. Light Ca isotopes are more abundant 40 Citation: Han, G.; Eisenhauer, A.; in mature soils than nutrient-depleted soils. The relative abundance in the light Ca isotope ( Ca) is Zeng, J.; Liu, M.