Documents Teach both photosynthesis and cellular respiration simultaneously in a single lab.
Overview The main concepts we are trying to get across in this section concern how energy moves through an ecosystem. If you can Photosynthesis case study this, you are in good shape, because then you have an idea of how ecosystems are balanced, how they may be affected by human activities, and how pollutants will move through an ecosystem.
If you had Biologythis should be review; if you had Geologythis is new stuff. Either way, it is pretty basic and you shouldn't have much trouble reading this material or the associated material in the text. Roles of Organisms Organisms can be either producers or consumers in terms of energy flow through an ecosystem.
Producers convert energy from the environment into carbon bonds, such as those found in the sugar glucose. Plants are the most obvious examples of producers; plants take energy from sunlight and use it to convert carbon dioxide into glucose or other sugars.
Algae and cyanobacteria are also photosynthetic producers, like plants. Other producers include bacteria living around deep-sea vents. These bacteria take energy from chemicals coming from the Earth's interior and use it to make sugars.
Other bacteria living deep underground can also produce sugars from such inorganic sources.
Another word for producers is autotrophs. Consumers get their energy from the carbon bonds made by the producers. Another word for a consumer is a heterotroph. Based on what they eat, we can distinguish between 4 types of heterotrophs: Autotrophs are at the base. Organisms that eat autotrophs are called herbivores or primary consumers.
An organism that eats herbivores is a carnivore and a secondary consumer. A carnivore which eats a carnivore which eats a herbivore is a tertiary consumer, and so on. It is important to note that many animals do not specialize in their diets.
Omnivores such as humans eat both animals and plants. Further, except for some specialists, most carnivores don't limit their diet to organisms of only one trophic level.
Frogs, for instance, don't discriminate between herbivorous and carnivorous bugs in their diet. If it's the right size, and moving at the right distance, chances are the frog will eat it. It's not as if the frog has brain cells to waste wondering if it's going to mess up the food chain by being a secondary consumer one minute and a quaternary consumer the next.
Energy Flow Through the Ecosystem The diagram above shows how both energy and inorganic nutrients flow through the ecosystem. We need to define some terminology first. Energy "flows" through the ecosystem in the form of carbon-carbon bonds. When respiration occurs, the carbon-carbon bonds are broken and the carbon is combined with oxygen to form carbon dioxide.
This process releases the energy, which is either used by the organism to move its muscles, digest food, excrete wastes, think, etc. The red arrows represent the movement of this energy.Carbon Dioxide (CO2) is a natural constituent of the atmosphere with a density of mg per cubic meter of air.
Its concentration in the composition of air is roughly %; however, of all the organic compounds, carbon dioxide is by far the most important one for the sustainability of the biosphere (the whole of life on Earth). Directions: In this case study, you will investigate photosynthetic inhibitors and how they interfere with photosynthesis.
This will give you an understanding of the basic reactions that are involved in this biochemical process. Labs. Demonstrate density with Flinn Scientific's "The Case of the Sunken Ice Cube" demonstration.; Use the Scientific Method to solve the "Egg In a Bottle" problem.; Do the "Observation of a Candle" grupobittia.comtrate a chemical change.; Middle School lab on Properties of Matter.; Another demonstraton of density is "The Sinking or Floating Cans" demo."Kitchen Chaos" is a white powders lab.
Teaching The Concept of Photosynthesis: SBI 3C. SUMMARY. Laboratory exploration of the factors involved photosynthesis. Jigsaw activity of case study to help students make connection to real world scenarios. A variety of assessment forms throughout the unit to improve student learning.
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GENESIS CHAPTER ONE [Gen NASB]: I) GOD IS SOLE CREATOR OF THE UNIVERSE "In the beginning God created the heavens and the earth.".