Earth Systems and Interactions

Total Page:16

File Type:pdf, Size:1020Kb

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. The Hydrosphere Below the atmosphere is the hydrosphere, the system that contains all of Earth’s water. Most of the water is on Earth’s surface—in oceans, glaciers, lakes, ice sheets, and rivers. Smaller amounts of water are deep beneath Earth’s Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. The McGraw-Hill of a division © Glencoe/McGraw-Hill, Copyright surface, in the atmosphere, and in living things. Like gases in the atmosphere, water in the hydrosphere continuously moves from place to place. Many substances dissolve easily in water. These dissolved substances move with the water. Reading Essentials The Earth System 225 CC121_001_009_RE_L1_889407.indd121_001_009_RE_L1_889407.indd 1 44/6/10/6/10 55:06:26:06:26 PPMM The Geosphere The largest Earth system is the geosphere, or the solid Earth. The geosphere includes the thin layer of soil and rocks on Earth’s surface and all the underlying layers of Earth. Because the geosphere is mainly solid, materials in this system move more slowly than the gases in the atmosphere Reading Check or the water in the hydrosphere. As the materials move, they 2. Explain Why do slowly transport energy and matter. materials in the geosphere move slowly? The Biosphere All living organisms on Earth make up the biosphere. Because organisms live in air, water, soil, and rocks, the biosphere is within all other Earth systems. Living organisms survive using gases from the atmosphere, water from the hydrosphere, and nutrients in soil and rocks. Interactions Among Earth Systems Biosphere Geosphere Hydrosphere Atmosphere • The ozone layer helps • Wind causes weathering • The water cycle influences protect organisms from and erosion. weather and climate. harmful solar radiation. • Volcanic eruptions eject • Increasing global tempera- • Plants use oxygen and gas and debris into the air. tures lead to melting polar carbon dioxide during ice caps. photosynthesis. Hydrosphere • All organisms need water • Water and ice cause for life functions. weathering, erosion, and • Rising sea levels change deposition. Companies, Inc. The McGraw-Hill of a division © Glencoe/McGraw-Hill, Copyright habitats. • Hurricanes and tsunamis change coastal landforms. Geosphere • Materials in the geosphere provide nutrients for life functions. • Organisms contribute to weathering, erosion, and fossil fuel formation. Interpreting Tables Interactions Among Earth Systems 3. Name What other Earth systems interact by exchanging matter and energy. interactions can you name? The table above describes some of these interactions. Matter and energy often change in form as they flow between systems. The Water Cycle The water cycle is an example of interaction among Earth systems. It is the continuous movement of water on, above, and below Earth’s surface, as shown in the figure at the top of the next page. Water moves within the hydrosphere and into other Earth systems. 226 The Earth System Reading Essentials CC121_001_009_RE_L1_889407.indd121_001_009_RE_L1_889407.indd 2 44/6/10/6/10 55:06:35:06:35 PPMM The Water Cycle Precipitation Visual Check Condensation 4. Identify What processes in the water cycle move liquid water from Evaporation Transpiration Earth’s surface into the Runoff atmosphere as water vapor? Ocean Lake Transpiration Water is not just a liquid. Sometimes it changes state and becomes solid ice or gaseous water vapor. As water flows or changes state, it moves thermal energy within the water cycle and among Earth systems. The Rock Cycle The rock cycle, shown below, is another type of interaction among Earth systems. It is the series of processes that change Make a four-column chart book to organize your notes rocks from one form to another. Some processes happen on Earth systems and deep within Earth. Others, like weathering and erosion, interactions. occur on or near Earth’s surface. The atmosphere, Water Rock Carbon Phosphorus hydrosphere, and biosphere interact with the geosphere Cycle Cycle Cycle Cycle through weathering and erosion. For example, rain and plants can weather rocks into sediments. Wind and flowing water can erode rocks and sediment and deposit them in new places. The amount of material cycling through each system usually stays the same, but it might change state or form—either quickly or over millions of years. The Rock Cycle Sediments Deposition, compaction, cementation Weathering Sedimentary and erosion rocks Visual Check 5. Name What kind of rock Uplift Extreme Uplift is formed through extreme Uplift temperatures and pressure temperature and pressure? Igneous Extreme rocks temperatures Metamorphic and pressure rocks Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. The McGraw-Hill of a division © Glencoe/McGraw-Hill, Copyright Cooling and Melting crystallization Magma Reading Essentials The Earth System 227 CC121_001_009_RE_L1_889407.indd121_001_009_RE_L1_889407.indd 3 44/6/10/6/10 55:06:38:06:38 PPMM The Carbon Cycle Some elements are so important to life that scientists study their individual cycles among Earth systems. Carbon is one of these elements. The carbon cycle is the series of processes that continuously move carbon among Earth systems. The Carbon Cycle Visual Check Carbon Carbon dioxide 6. Examine Which released by in the atmosphere Photosynthesis processes add carbon volcanism dioxide to the atmosphere? Burning fossil fuels Forest Which processes remove it? fires and deforestation Absorption of carbon dioxide by water Cellular respiration Decomposition Carbon stored in fossil fuels Processes of the Carbon Cycle Trace the path of carbon in the figure above as it is released from the geosphere during a volcanic eruption. Carbon from the geosphere enters the atmosphere as the trace gas carbon dioxide (CO2). Several Reading Check processes then remove CO from the atmosphere. 2 Companies, Inc. The McGraw-Hill of a division © Glencoe/McGraw-Hill, Copyright 7. Describe What role During photosynthesis, plants use sunlight, CO , and does photosynthesis play in 2 the carbon cycle? water and make simple sugars. As a result, carbon leaves the atmosphere and enters the biosphere. Weathering of rocks also removes carbon from the atmosphere and transports it to the hydrosphere as a dissolved material. Carbon moves from the atmosphere to the hydrosphere when atmospheric CO2 dissolves in water. How does carbon leave the biosphere? Cellular respiration Key Concept Check in organisms quickly returns CO2 to the atmosphere. Even 8. Explain How do Earth more carbon enters the atmosphere and the soil when systems interact in the organisms die and decay. Sometimes organic matter is buried carbon cycle? deep in the geosphere, where it can form fossil fuels. Carbon leaves the hydrosphere and enters the geosphere when sedimentary rocks form on the ocean floor. Ocean water can warm and release dissolved CO2 directly into the atmosphere. As carbon moves through Earth systems, the total amount of carbon in the carbon cycle remains about the same. 228 The Earth System Reading Essentials CC121_001_009_RE_L1_889407.indd121_001_009_RE_L1_889407.indd 4 44/6/10/6/10 55:06:50:06:50 PPMM Interpreting Tables Carbon Reservoirs 9. Compare How does Carbon Carbon Reservoirs Form the amount of carbon in the (billions of tons) atmosphere compare to the Atmosphere 750 CO2 gas amount in the biosphere? Biosphere 3,000 organic molecules Hydrosphere 40,000 dissolved CO2 gas Geosphere (crust and 750,000 minerals and rocks upper mantle) Geosphere (lower mantle) 750,000+ minerals and rocks Carbon Reservoirs After water, carbon is the most abundant substance in living organisms. But as you just read, carbon is not limited to the biosphere. Carbon is in reservoirs, or storage places, within all Earth systems, as shown in the table above. On Earth, most carbon is combined with other elements in compounds. Reading Check Carbon in the biosphere is stored in organisms. It does not 10. Identify What are exist as carbon atoms. It is combined with other elements in the two most abundant substances in living complex organic molecules, such as sugars and starches. Cells organisms? and tissues of all organisms are made of organic compounds. In the atmosphere and the hydrosphere, carbon exists as carbon dioxide gas (CO2). Though the atmosphere is the smallest carbon reservoir, atmospheric CO2 is important. The amount of CO2 in the atmosphere affects climate, as you will read later. CO2 in the hydrosphere is dissolved in water. Most of Earth’s carbon is stored in the geosphere.
Recommended publications
  • 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.
    [Show full text]
  • 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).
    [Show full text]
  • Geochemical Cycle
    Geochemical cycle In Earth science, a geochemical cycle is the pathway that chemical elements take in the surface and crust of the Earth.[1] The term "geochemical" tells us that geological and chemical factors are all included. The migration of heated and compressed chemical elements and compounds such as silicon, aluminium, and general alkali metals through the means of subduction and volcanism is known in the geological world as geochemical cycles. The geochemical cycle encompasses the natural separation and concentration of elements and heat-assisted recombination processes. Changes may not be apparent over a short term, such as with biogeochemical cycles, but over a long term changes of great magnitude occur, including the evolution of continents and oceans.[1] Contents Differentiating biogeochemical cycles Earth system Pathways Important cycles See also References Differentiating biogeochemical cycles Some may use the terms biogeochemical cycle and geochemical cycle interchangeably because both cycles deal with Earth's reservoirs. However, a biogeochemical cycle refers to the chemical interactions in surface reservoirs such as the atmosphere, hydrosphere, lithosphere, and biosphere whereas a geochemical cycle refers to the chemical interactions that exist in crustal and sub crustal reservoirs such as the deep earth and lithosphere. Earth system The Earth, as a system, is open to radiation from the sun and space, but is practically closed with regard to matter.[2] As all closed systems, it follows the law of conservation of mass which
    [Show full text]
  • Biogeochemistry of Mediterranean Wetlands: a Review About the Effects of Water-Level Fluctuations on Phosphorus Cycling and Greenhouse Gas Emissions
    water Review Biogeochemistry of Mediterranean Wetlands: A Review about the Effects of Water-Level Fluctuations on Phosphorus Cycling and Greenhouse Gas Emissions Inmaculada de Vicente 1,2 1 Departamento de Ecología, Universidad de Granada, 18071 Granada, Spain; [email protected]; Tel.: +34-95-824-9768 2 Instituto del Agua, Universidad de Granada, 18071 Granada, Spain Abstract: Although Mediterranean wetlands are characterized by extreme natural water level fluctu- ations in response to irregular precipitation patterns, global climate change is expected to amplify this pattern by shortening precipitation seasons and increasing the incidence of summer droughts in this area. As a consequence, a part of the lake sediment will be exposed to air-drying in dry years when the water table becomes low. This periodic sediment exposure to dry/wet cycles will likely affect biogeochemical processes. Unexpectedly, to date, few studies are focused on assessing the effects of water level fluctuations on the biogeochemistry of these ecosystems. In this review, we investigate the potential impacts of water level fluctuations on phosphorus dynamics and on greenhouse gases emissions in Mediterranean wetlands. Major drivers of global change, and specially water level fluctuations, will lead to the degradation of water quality in Mediterranean wetlands by increasing the availability of phosphorus concentration in the water column upon rewetting of dry sediment. CO2 fluxes are likely to be enhanced during desiccation, while inundation is likely to decrease cumulative CO emissions, as well as N O emissions, although increasing CH emissions. Citation: de Vicente, I. 2 2 4 Biogeochemistry of Mediterranean However, there exists a complete gap of knowledge about the net effect of water level fluctuations Wetlands: A Review about the Effects induced by global change on greenhouse gases emission.
    [Show full text]
  • The Global Marine Phosphorus Cycle: Sensitivity to Oceanic Circulation
    Biogeosciences, 4, 155–171, 2007 www.biogeosciences.net/4/155/2007/ Biogeosciences © Author(s) 2007. This work is licensed under a Creative Commons License. The global marine phosphorus cycle: sensitivity to oceanic circulation C. P. Slomp and P. Van Cappellen Department of Earth Sciences – Geochemistry, Faculty of Geosciences, Utrecht University, P.O. Box 80021, 3508 TA Utrecht, The Netherlands Received: 4 September 2006 – Published in Biogeosciences Discuss.: 5 October 2006 Revised: 8 January 2007 – Accepted: 20 February 2007 – Published: 22 February 2007 Abstract. A new mass balance model for the coupled ma- stand long-term variations in marine biological activity, at- rine cycles of phosphorus (P) and carbon (C) is used to ex- mospheric composition and climate (Holland, 1984; Van amine the relationships between oceanic circulation, primary Cappellen and Ingall, 1996; Petsch and Berner, 1998; Bjer- productivity, and sedimentary burial of reactive P and partic- rum and Canfield, 2002). Important forcings include the sup- ulate organic C (POC), on geological time scales. The model ply of reactive P from the continents, oceanic circulation and explicitly represents the exchanges of water and particulate sea level fluctuations (Follmi,¨ 1996; Compton et al., 2000; matter between the continental shelves and the open ocean, Handoh and Lenton, 2003; Wallmann, 2003; Bjerrum et al., and it accounts for the redox-dependent burial of POC and 2006). the various forms of reactive P (iron(III)-bound P, particu- Upward transport of nutrient-rich water sustains biologi- late organic P (POP), authigenic calcium phosphate, and fish cal activity in marine surface waters. Vertical mixing, how- debris). Steady state and transient simulations indicate that ever, also controls the ventilation of the deeper ocean waters, a slowing down of global ocean circulation decreases pri- which in turn has a major effect on the sedimentary burial mary production in the open ocean, but increases that in the of phosphorus.
    [Show full text]
  • 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
    [Show full text]
  • 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
    [Show full text]
  • 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.
    [Show full text]
  • Effects of Fertilisation on Phosphorus Pools in the Volcanic Soil of a Managed Tropical Forest
    Forest Ecology and Management 258 (2009) 2199–2206 Contents lists available at ScienceDirect Forest Ecology and Management journal homepage: www.elsevier.com/locate/foreco Effects of fertilisation on phosphorus pools in the volcanic soil of a managed tropical forest Dean F. Meason a,*, Travis W. Idol a, J.B. Friday a, Paul G. Scowcroft b a Department of Natural Resources and Environmental Management, College of Tropical Agriculture and Human Resources, Sherman Laboratory, University of Hawaii, 1910 East West Road, Honolulu, HI 96822, USA b Institute of Pacific Islands Forestry, Pacific Southwest Research Station, USDA Forest Service, 60 Nowelo Street, Hilo, HI 96720, USA ARTICLE INFO ABSTRACT Article history: Acacia koa forests benefit from phosphorus fertilisation, but it is unknown if fertilisation is a short or long Received 31 July 2008 term effect on P availability. Past research suggests that P cycling in soils with high P sorption capacity, Received in revised form 30 March 2009 such as Andisols, was through organic pathways. We studied leaf P and soil P fractions in a tropical forest Accepted 2 April 2009 Andisol for 3 years after fertilisation with triple super phosphate. Leaf P concentration and labile P remained high after fertilisation. Fertilisation had increased all the inorganic P fractions over the length Keywords: of the study, while organic P fractions had not. The results suggested that the organic P fractions had a Hedley fractionation reduced role as a source of labile P after fertilisation. The size and dynamics of the sodium hydroxide- and Phosphorus fertilization hydrochloric acid-extractable P pools would suggest that either pool could be major sources of labile P.
    [Show full text]
  • 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.
    [Show full text]
  • 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.
    [Show full text]
  • Rock Cycle Roundabout
    Rock Cycle Roundabout grade level 4th-8th; Standards for 4th and 7th subjects Earth & Space Science, Cause & Effect duration Prep Time: 20 min; Activity Time: 60 minutes, or two class periods setting Classroom Materials objectives - Rock Cycle Roundabout Board (1 per group) Students will be able to: - Rock Cycle Cards (1 set per 4 – 6 students) - small rocks, buttons, or other objects for game pieces 1. Differentiate among the three types of rock by (1 per student) referring to their methods of formation, providing - California Maps: Landforms, Waterways, and Faults real-world scenarios as examples. (1 per group, or projected for the class) 2. Recognize that some geologic processes are - Rock Types of California Map instantaneous, and others extremely gradual. (1 per group, or projected for the class) 3. Describe which processes might be affecting a - Student science notebooks or scratch paper given region, using evidence from natural features present on a map. scientific terms for students igneous rock: a type of rock that forms from the cooling and crust: the thin layer of solid rock that forms Earth’s outer hardening of magma or lava surface metamorphic rock: a type of rock that forms when a rock has mantle: the thick layer of hot, dense, rocky matter found below had its mineral composition and/or texture changed by heat the Earth’s crust and surrounding the Earth’s core and pressure magma: the molten material beneath or within the Earth’s sedimentary rock: a type of rock that forms when particles crust, from which igneous rock is formed from other rocks, or the remains of plants and animals, are lava: liquid magma that reaches the Earth’s surface pressed and cemented together weathering: the chemical and physical processes that break down rocks exposed to air, moisture, and organic matter at Background for Educators Earth’s surface The Earth, our rocky planet, is very active.
    [Show full text]