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The Water Cycle
Natural Resource Management Basic concepts and strategies 1 This publication was co-financed by the Catholic Relief Services (CRS) and the generous support of the American people through the United States Agency of International Development (USAID) Office of Acquisition and Assistance under the terms of Leader with Associates Cooperative Agreement No. AID-OAA-L-10-00003 with the University of Illinois at Urbana Champaign for the Modernizing Extension and Advisory Services (MEAS) Project. MEAS aims at promoting and assisting in the modernization of rural extension and advisory services worldwide through various outputs and services. The services benefit a wide audience of users, including developing country policymakers and technical specialists, development practitioners from NGOs, other donors, and consultants, and USAID staff and projects. Catholic Relief Services (CRS) serves the poor and disadvantaged overseas. CRS provides emergency relief in the wake of natural and man-made disasters and promotes the subsequent recovery of communities through integrated development interventions, without regard to race, creed or nationality. CRS’ programs and resources respond to the U.S. Bishops’ call to live in solidarity – as one human family – across borders, over oceans, and through differences in language, culture and economic condition. CRS provided co-financing for this publication. Catholic Relief Services 228 West Lexington Street Baltimore, MD 21201-3413 USA Illustrations: Jorge Enrique Gutiérrez Printed in the United States of America. ISBN x-xxxxxx-xx-x Download this publication and related material at http://crsprogramquality.org/ or at http://www.meas-extension.org/meas-offers/training © 20[nn] Catholic Relief Services – United States Conference of Catholic Bishops and MEAS project This work is licensed under a Creative Commons Attribution 3.0 Unported License. -
Environmental Systems the Atmosphere and Hydrosphere
Environmental Systems The atmosphere and hydrosphere THE ATMOSPHERE The atmosphere, the gaseous layer that surrounds the earth, formed over four billion years ago. During the evolution of the solid earth, volcanic eruptions released gases into the developing atmosphere. Assuming the outgassing was similar to that of modern volcanoes, the gases released included: water vapor (H2O), carbon monoxide (CO), carbon dioxide (CO2), hydrochloric acid (HCl), methane (CH4), ammonia (NH3), nitrogen (N2) and sulfur gases. The atmosphere was reducing because there was no free oxygen. Most of the hydrogen and helium that outgassed would have eventually escaped into outer space due to the inability of the earth's gravity to hold on to their small masses. There may have also been significant contributions of volatiles from the massive meteoritic bombardments known to have occurred early in the earth's history. Water vapor in the atmosphere condensed and rained down, of radiant energy in the atmosphere. The sun's radiation spans the eventually forming lakes and oceans. The oceans provided homes infrared, visible and ultraviolet light regions, while the earth's for the earliest organisms which were probably similar to radiation is mostly infrared. cyanobacteria. Oxygen was released into the atmosphere by these early organisms, and carbon became sequestered in sedimentary The vertical temperature profile of the atmosphere is variable and rocks. This led to our current oxidizing atmosphere, which is mostly depends upon the types of radiation that affect each atmospheric comprised of nitrogen (roughly 71 percent) and oxygen (roughly 28 layer. This, in turn, depends upon the chemical composition of that percent). -
Learning the Water, Carbon and Nitrogen Cycles Through the Effects of Intensive Farming Techniques
Learning the Water, Carbon and Nitrogen Cycles through the Effects of Intensive Farming Techniques Winnie Chan Furness High School Overview Rationale Objectives Strategies Classroom Activities Annotated Bibliography/Resources Appendices/Content Standards Overview Elements of natural substances are constantly cycling through Earth. Water, carbon, and nitrogen move through Earth’s many ecosystems in closed paths called the biogeochemical cycles. In this unit, students will learn about these cycles by understanding modern farming techniques used to produce enough food to feed a world population of 7.8 billion. Students will plan and carry out experiments, analyze and interpret data, and communicate the information learned. This curriculum unit is intended for Biology students in Grades 9 and 10. The lessons are meant to be incorporated into “Unit 10: Ecology” of the School District of Philadelphia’s Core Curriculum for Biology, which is typically taught at the end of the year (May/June). Rationale The biogeochemical cycles operate on a fixed amount of matter on Earth. While the total amounts of water, carbon and nitrogen do not change, these substances exist in many different forms. Water is found on Earth as solid ice, liquid water or gaseous vapor. Carbon and nitrogen both exist as in the atmosphere as carbon dioxide gas and nitrogen gas, respectively, or as an integrated part of living and non-living substances. The hydrologic or water cycle describes the constant movement of water through Earth and its atmosphere. Major processes of -
Biogeochemical Cycles
Biogeochemical Cycles Essential Knowledge Objectives 2.A.3 (a) Biogeochemical Cycles • Cycle inorganic and organic nutrients between organisms and the environment – Carbon cycle – Nitrogen cycle – Phosphorus cycle – Water cycle (also known as the hydrological cycle) Cycling of Matter • Organisms must exchange matter with the environment to grow, reproduce and maintain organization • Molecules and atoms from the environment are necessary to build new molecules Molecules Essential for Life • Carbohydrates – composed of C, H, and O, monomer is a monosaccharide • Lipids – composed of C, H, and O, monomers are fatty acids and glycerol • Proteins – composed of C, H, O, N, and S in trace amounts, monomers are amino acids • Nucleic Acids – composed of C, H, O, N and P, monomers are nucleotides Carbon • Carbon moves from the environment to organisms where it is used to build the essential organic molecules • Carbon is used in storage compounds and cell formation in all organisms Carbon in the Environment • Carbon found in something non-living is called inorganic carbon • Inorganic carbon is found in rocks (limestone), shells, the atmosphere and the oceans • Living organisms must “fix” inorganic carbon into organic carbon to build the organic compounds necessary for life Carbon Cycle Nitrogen and Phosphorus • Nitrogen moves from the environment to organisms where it is used to build proteins and nucleic acids • Phosphorus moves from the environment to organisms where it is used to build nucleic acids, certain lipids, and ATP (cell energy) Nitrogen -
Earth Systems and Interactions
The Earth System Earth Systems and Interactions Key Concepts • How do Earth systems What do you think? Read the three statements below and decide interact in the carbon whether you agree or disagree with them. Place an A in the Before column cycle? if you agree with the statement or a D if you disagree. After you’ve read • How do Earth systems this lesson, reread the statements to see if you have changed your mind. interact in the phosphorus Before Statement After cycle? 1. The amount of water on Earth remains constant over time. 2. Hydrogen makes up the hydrosphere. 3. Most carbon on Earth is in the atmosphere. 3TUDY#OACH Earth Systems Make a Table Contrast the carbon cycle and the Your body contains many systems. These systems work phosphorus cycle in a two- together and make one big system—your body. Earth is a column table. Label one system, too. Like you, Earth has smaller systems that work column Carbon Cycle and together, or interact, and make the larger Earth system. Four the other column Phosphorus of these smaller systems are the atmosphere, the Cycle. Complete the table hydrosphere, the geosphere, and the biosphere. as you read this lesson. The Atmosphere Reading Check The outermost Earth system is a mixture of gases and 1. Identify What systems particles of matter called the atmosphere. It forms a layer make up the larger Earth around the other Earth systems. The atmosphere is mainly system? nitrogen and oxygen. Gases in the atmosphere move freely, helping transport matter and energy among Earth systems. -
What Is the Water Cycle? Evapotranspiration the Water Cycle Describes the Existence and Movement of Water On, In, and Above the Earth
What is the water cycle? Evapotranspiration The water cycle describes the existence and movement of water on, in, and above the Earth. Earth's water is always in movement and is always changing states, from liquid to vapor to ice and back again. In general, evapotranspiration is the sum of evaporation and transpiration. Evapotranspiration is defined as the Precipitation water lost to the atmosphere from the ground surface, evaporation from the Precipitation is water capillary fringe of the groundwater released from clouds in the table, and the transpiration of form of rain, freezing rain, groundwater by plants whose roots sleet, snow, or hail. It is tap the capillary fringe of the the primary connection in groundwater table. the water cycle that The transpiration aspect of evapotranspiration is essentially provides for the delivery of evaporation of water from plant leaves. Transpiration accounts atmospheric water to the for about 10 percent of the moisture in the atmosphere, with Earth. Most precipitation oceans, seas, and other bodies of water (lakes, rivers, falls as rain. streams) providing nearly 90 percent, and a tiny amount coming from sublimation (ice changing into water vapor Infiltration without first becoming liquid). Anywhere in the world, a portion of the water that falls as rain and snow infiltrates into the subsurface Evaporation soil and rock. How much infiltrates depends greatly on a number of factors, such as ground cover or soil Evaporation is the type. process by which water changes from a liquid to a Some water that infiltrates will remain in the shallow gas or vapor. Evaporation soil layer, where it will gradually move vertically and is the primary pathway horizontally through the soil and subsurface material. -
Chapter 12 the Hydrologic Cycle, the Sediment Cycle, and the Carbon Cycle
CHAPTER 12 THE HYDROLOGIC CYCLE, THE SEDIMENT CYCLE, AND THE CARBON CYCLE 1. INTRODUCTION: SYSTEMS, CYCLES, RESERVOIRS, AND FLUXES 1.1 Thinking about the Earth as a system has become, in recent years, much in vogue. The basic idea of a system is that it is something that consists of a number of distinctive and diverse parts that function together by a variety of interactions and exchanges of energy and matter. Your motor vehicle is a good example of a fairly small and simple system: it is a machine with a number of moving or nonmoving parts, which consumes motor fuel and emits various exhaust substances as it travels from place to place. The Earth is, of course, a far larger and also far more complicated system, whose component parts operate on time scales from seconds to many millions of years. This is the basis for what is nowadays called Earth system science. Here I’m only touching upon some important aspects of Earth systems science that are relevant to this course: the hydrologic cycle and the carbon cycle. A whole course could be devoted to those and certain other cycles that are important in the context of the Earth’s surface environment. 1.2 The concept of cycles plays a fundamental role in systems thinking— although it’s not easy to frame a suitable definition of such cycles. A cycle might best be described as a characteristic succession of events and processes , involving certain kinds of Earth materials, by which the materials reside in certain kinds of places and move among such places in certain ways. -
Study and Development of Village As a Smart Village
International Journal of Scientific & Engineering Research, Volume 7, Issue 6, June-2016 395 ISSN 2229-5518 Study and development of village as a smart village Rutuja Somwanshi, Utkarsha Shindepatil, Deepali Tule, Archana Mankar, Namdev Ingle Guided By- Dr. V. S. Rajamanya, Prof. A. Deshmukh M.B.E.S. College Of Engineering Of Ambajogai, Faculty Of Civil Engineering, Dr. Babasaheb Ambedkar Marathwada University Aurangabad, Maharashtra, India. Abstract – This project report deals with study and development of village as a smart village. We define smart village as bundle of services of which are delivered to its residence and businesses in an effective and efficient manner. “ Smart Village” is that modern energy access acts as a catalyst for development in education , health, security, productive enterprise, environment that in turns support further improvement in energy access. In this report we focuses on improved resource use efficiency, local self-governance, access to assure basic amenities and responsible individual and community behavior to build happy society. We making smart village by taking smart decisions using smart technologies and services. Index term – Introduction, concept, services, requirement, benefits, awareness program, information of javalgao village, preparation of report, total cost, photogallery. —————————— —————————— 1. INTRODUCTION The fast urbanization has become already a main characteristic of socio-economic transition in China. This paper points In India there are 6,00,000 villages out of them 1,25,000 out the characteristics and the problems of villages in Beijing villages are backward so there is a need for designing and building the metropolitan region. The paper also explores the role of villages in the village as a smart village. -
Reversing Biodiversity Loss – the Case for Urgent Action This Statement Has Been Created by the Science Academies of the Group of Seven (G7) Nations
31 MARCH 2021 Reversing biodiversity loss – the case for urgent action This statement has been created by the Science Academies of the Group of Seven (G7) nations. It represents the Academies’ view on the magnitude of biodiversity decline and the urgent action required to halt and reverse this trend. The Academies call on G7 nations to work collaboratively to integrate the multiple values of biodiversity into decision-making, and to pursue cross-sectoral solutions that address the biodiversity, climate and other linked crises in a coordinated manner. At its simplest, biodiversity describes life on Earth – the • Despite clear and growing evidence, and despite ambitious different genes, species and ecosystems that comprise the global targets, our responses to biodiversity decline at the biosphere and the varying habitats, landscapes and regions global and national levels have been woefully insufficient. in which they exist. The 2020 Global Biodiversity Outlook3 reported that none of the 20 Aichi Biodiversity Targets, set out in the Strategic Plan Biodiversity matters. for Biodiversity 2011 – 2020, had been fully achieved. Since the ratification of the UN Convention on Biological Diversity • Humans emerged within the biosphere and are both (UN CBD) in 1992, more than a quarter of the tropical forests inseparable from it and fully dependent on it. Biodiversity that were standing then have been cut down. has its own intrinsic value distinct from the value it provides to human life. For all species, it provides food, But there is hope for a better way forward. water shelter and the functioning of the whole Earth system. For humans, it is also an integral part of spiritual, • To halt and reverse biodiversity loss by 2030, nothing cultural, psychological and artistic wellbeing1. -
Integrated Water Cycle Management Strategy and Strategic Business Plan
Eurobodalla Shire Council Integrated Water Cycle Management Strategy and Strategic Business Plan FINAL November 2016 EUROBODALLA SHIRE COUNCIL – IWCM STRATEGY AND SBP Eurobodalla Shire Council IWCM Strategy and Strategic Business Plan Prepared on behalf of Eurobodalla Shire Council by Hydrosphere Consulting. Suite 6, 26-54 River Street PO Box 7059, BALLINA NSW 2478 Telephone: 02 6686 0006 Facsimile: 02 6686 0078 © Copyright 2016 Hydrosphere Consulting Cover images: Deep Creek Dam (Eurobodalla Shire Council), Moruya River (http://www.warrenwindsports.com.au/) and Batemans Bay (Eurobodalla Shire Council). PROJECT 12-050 – EUROBODALLA IWCM STRATEGY AND SBP REV DESCRIPTION AUTHOR REVIEW APPROVAL DATE 0 Draft for Council review R. Campbell M. Howland M. Howland 26/4/16 1 Updated with water supply data R. Campbell M. Howland M. Howland 2/6/16 2 Minor edits R. Campbell R. Campbell 10/6/16 3 Minor edits R. Campbell R. Campbell 17/6/16 4 Updated financial plan R. Campbell R. Campbell 25/11/16 EUROBODALLA SHIRE COUNCIL – IWCM STRATEGY AND SBP DOCUMENT STRUCTURE Eurobodalla Shire Council has reviewed and updated its Integrated Water Cycle Management (IWCM) Strategy and Strategic Business Plan (SBP). This document addresses the requirements for both the IWCM Strategy and SBP. Part A of this document provides the information required for the IWCM Strategy development as listed in the Integrated Water Cycle Management Strategy Check List – July 2014 (NSW Office of Water, 2014a). Background data are provided in the IWCM Issues Paper (Hydrosphere Consulting, 2016). Part B of this document provides further detail on IWCM options and scenarios. Part C and Part D provide the additional information required for the SBP and financial plan development as listed in the Water Supply and Sewerage Strategic Business Planning and Financial Planning Check List – July 2014 (NSW Office of Water, 2014b). -
Water We Doing Here? (5Th Grade)
Water We Doing Here? 5th Grade Field Trip to Red Rock Canyon National Conservation Area Las Vegas, Nevada Water We Doing Here? Overview: Students extend their learning about Earth’s systems by defining terminology, making place- based observations of the Earth’s systems and the water cycle, and describing how the Earth’s systems interact using the Red Springs trail at Red Rock Canyon National Conservation Area. Duration: 45-minute session for pre-activity 1 day for field trip and reflection 45-minute session for post-activity Grade: Fifth Next Generation Science Standards: Field Trip Theme: Red Rock Canyon National Conservation Area’s topography creates a specialized water cycle that is important to the interaction of Earth’s systems. Objectives: Students will: . Define and give examples of the major Earth’s systems . Name the phases of the water cycle . Name two plants and two animals that live in or depend on Red Rock Canyon National Conservation Area water cycle to survive . Describe how the water cycle at Red Rock Canyon National Conservation Area works . Describe the importance of the water cycle to plants and animals . Simulate the paths that water takes in the water cycle . Investigate and explain that water can be a liquid or a solid and can go back and forth from one form to another . Create a model of the Earth’s systems for the Red Springs trail at Red Rock Canyon . Describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact Background Information: The water cycle describes the constant movement and ever changing states of water (hydrosphere) on, in and above the Earth. -
Hydrosphere Investigation [PDF]
ECO-SCHOOLS PATHWAYS TO SUSTAINABILITY ALIGNMENT TO THE GLOBE PROGRAM HYDROSPHERE INVESTIGATION Water participates in many important natural chemical reactions and is a good solvent. GLOBE students provide valuable data to help fill these gaps and improve our understanding of Earth’s natural waters. Students and scientists investigate hydrology through the collection of data using measurement protocols and by using instruments that meet specific specifications. ECO-SCHOOLS USA PATHWAY GUIDING QUESTIONS TO SUPPORT INTEGRATION BIODIVERSITY How does waterway health impact the flora and fauna in and around our Investigate and increase biodiversity at school and within the school community? community. CLIMATE CHANGE Over time, how has climate change modified water chemistry or altered Find meaningful lasting ways to reduce the school’s carbon water temperature, and how have these changes impacted the wildlife footprint. that call the habitat home? CONSUMPTION AND WASTE Is there a relationship between litter found in waterways and their Analyze and address the full life cycle of a school’s products health? Has this had an impact on local vegetation or on overall including what teachers, staff and students consume. ecosystem health? Questions? [email protected] HYDROSPHERE INVESTIGATION, PAGE 2 OF 4 Water participates in many important natural chemical reactions and is a good solvent. GLOBE students provide valuable data to help fill these gaps and improve our understanding of Earth’s natural waters. Students and scientists investigate hydrology through the collection of data using measurement protocols and by using instruments that meet specific specifications. ECO-SCHOOLS USA PATHWAY GUIDING QUESTIONS TO SUPPORT INTEGRATION ENERGY What is the quality of water within 100 yards/91 meters of our local Investigate energy habits, the school and states fuel mix and power plant? ways to conserve energy.