Which biogeochemical cycle includes an underground reservoir in the form of fossil fuels?

BIOGEOCHEMICAL CYCLES    Name KEY

Name the 4 biogeochemical cycles you learned about:

CARBONNITROGEN

PHOSPHORUSWATER (HYDROLOGIC)

NAME THE CYCLE DESCRIBED:

__CARBON  Cycle in which photosynthesis and cellular respiration participate

__PHOSOPHORUS  Only cycle which does not pass through the atmosphere

__WATER  Cycle that involves transpiration

__NITROGEN  Cycle which is dependent on bacteria for nitrogen fixation and denitrification

__CARBON Cycle in which volcanic activity and burning fossil fuels plays a role

__HYDROLOGIC  Another name for the water cycle

__CARBON  Cycle which includes an underground reservoir in the form of fossil fuels

NAME THE STEP IN A BIOGEOCHEMICAL CYCLE:

NITROGEN FIXATION__  Process in which nitrogen gas from the atmosphere is converted into ammonia    by bacteria that live in the soil and on the roots of plants called legumes

_DENITRIFICATION  Process in which soil bacteria convert nitrogen compounds in soil back      into nitrogen gas which is released into the atmosphere

_PHOTOSYNTHESIS Process in which sunlight is used to change atmospheric carbon into

   biomolecules used for energy by living things

_TRANSPIRATION Process in which water evaporates from the surface of plant leaves

_DECOMPOSITION Process in which nutrients in dead organisms are returned to the soil

CELLULAR RESPIRATION_  Process in which the break down of sugars in living things returns carbon

   to the atmosphere as CO2

_EVAPORATION  Process in which liquid water changes into gas form

_CONDENSATION  Process in which water vapor (gas) changes into liquid water

_PRECIPITATION  Process in which condensed water in clouds falls to the Earth’s surface

_RUNOFF  Process ALL of the cycles have in common that links land and surface water

Mention which group of organisms that all the cycles have in common which keeps matter cycling between living (organic) and nonliving (inorganic) parts of the ecosystem.

__DECOMPOSERS

Tell 2 human activities by which carbon can enter the atmosphere as CO2 during the carbon cycle

   ___BURNING FOSSIL FUELS, CELLULAR RESPIRATION,

Name 2 NON-human activities by which carbon can enter the atmosphere or oceans during the carbon cycle.

VOLCANIC ACTIVITY, DECOMPOSITION, DISSOLVING IN WATER

Tell one way carbon leaves the atmosphere during the carbon cycle.

___PHOTOSYNTHESIS, DISSOLVING IN WATER,

Tell 2 ways water enters the atmosphere in the water cycle

EVAPORATION AND TRANSPIRATION

Tell something humans do to return nitrogen to the soil for the nitrogen cycle.

__DECOMPOSITION, FERTILIZER USE

Although almost 80% of the atmosphere is made up of nitrogen gas, most living things don’t have the enzymes necessary to use nitrogen directly from the atmosphere. Tell how we get the nitrogen we need to make proteins and DNA if we can’t get it from breathing.

We don’t have the enzymes necessary to remove nitrogen from the atmosphere; we get our  nitrogen from the FOOD WE EAT.

Explanation:

tsd is temerature dependent sex determination.

tsd: it is a type of environmental sex determination in which the temperature experienced during embryonic/ larval development (ambient temperature for development) determine the sex of the offspring.

crocodile displays the tsd where the ambient temperature of the developing egg determines the individual's sex. for example in the american alligator's eggs, incubation at 33 ºc produces mostly males, while incubation at 30 ºc produces mostly females. so if the american alligator's egg will get the ambient temperature (33 degree celcius)during embryonic development from egg, the offspring will be male and same for the female sex determination.

why many students visually perceive stem as a vapid class?

for many students, however, stem subjects are optically discerned as vapid, tedious, and destitute of authentic-world applications. science and math have always been a major part of the high school curriculum, but many students have disengaged from these subjects because they don’t optically discern that they have any pertinence to the authentic world or students’ daily lives. for them, math and science have become a set of rules, procedures, laws, theorems, and formulas to memorize. some students even develop math apprehensiveness and cerebrate they are incapable of learning higher-level mathematics.

why is stem paramount?

as the u.s. economy changes, the ordinant dictation for stem-capable workers is growing. in may of 2014, the u.s. bureau of labor statistics counted more than 8.3 million stem jobs, which accounted for 6.2 percent of total employment in the cumulated states. that number is expected to perpetuate to increment as u.s. companies grow and innovate to compete in the ecumenical economy. according to the u.s. department of labor, the average salary for all stem jobs is $85,570, which is virtually double the average salary for all jobs.

many people still envision stem professionals as wearing a white lab coat and conducting research in a laboratory. in authenticity, some of the most in-demand stem fields are petroleum engineering, process engineering, and computer engineering. these fields that are experiencing shortages of qualified candidates are additionally among the highest paying, with the average petroleum engineer earning an annual salary of $147,520 in may 2014 according to the u.s. bureau of labor statistics.

in additament, stem subjects edify students valuable skills that are vital for prosperity in all vocations, even those that do not directly require stem erudition. engagement in stem subjects avails students develop quandary-solving, critical mentally conceiving, and leadership skills. these skills are so ecumenical, in fact, that statistics relinquished in the summer of 2013 by the u.s. census bureau designated that about three-quarters of the people with a bachelor’s degree in stem fields are not working in those vocations. many non-stem employers are poaching stem-qualified job candidates because they are more ingenious and collaborative than their non-stem counterparts.

as the ecumenical economy perpetuates to evolve, the desideratum for stem-capable workers will perpetuate to grow. by getting edifiers and students involved in the stem kineticism, an incipient generation of adroit workers will be poised to energize and expand this exhilarating field.

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