Students are introduced to the concept of energy cycles by learning about the carbon cycle. They will learn how carbon atoms travel through the geological (ancient) carbon cycle and the biological/physical carbon cycle. Students will consider how human activities have disturbed the carbon cycle by emitting carbon dioxide into the atmosphere. They will discuss how engineers and scientists are working to reduce carbon dioxide emissions. Lastly, students will consider how they can help the world through simple energy conservation measures.

This activity requires students to process, interpret and integrate a wide variety of remote sensing and other data as they investigate a complex, open-ended research question. It is hands-on, collaborative, and manageable for a variety of class sizes. The problem addressed has geological, hydrological, biological and political implications, and is thus of interest to a wide array of undergraduates.

Rapid changes at Earth's surface, largely in response to human activity, have led to the realization that fundamental questions remain to be answered regarding the natural functioning of the Critical Zone, the thin veneer at Earth's surface where the atmosphere, lithosphere, hydrosphere and biosphere interact. EARTH 530 will introduce you to the basics necessary for understanding Earth surface processes in the Critical Zone through an integration of various scientific disciplines. Those who successfully complete EARTH 530 will be able to apply their knowledge of fundamental concepts of Earth surface processes to understanding outstanding fundamental questions in Critical Zone science and how their lives are intimately linked to Critical Zone health.

We will cover fundamentals of ecology, considering Earth as an integrated dynamic system. Topics include coevolution of the biosphere, geosphere, atmosphere and oceans; photosynthesis and respiration; the hydrologic, carbon and nitrogen cycles. We will examine the flow of energy and materials through ecosystems; regulation of the distribution and abundance of organisms; structure and function of ecosystems, including evolution and natural selection; metabolic diversity; productivity; trophic dynamics; models of population growth, competition, mutualism and predation. This course is designated as Communication-Intensive; instruction and practice in oral and written communication provided. Biology is a recommended prerequisite.

We will cover fundamentals of ecology, considering Earth as an integrated dynamic system. Topics include coevolution of the biosphere, geosphere, atmosphere and oceans; photosynthesis and respiration; the hydrologic, carbon and nitrogen cycles. We will examine the flow of energy and materials through ecosystems; regulation of the distribution and abundance of organisms; structure and function of ecosystems, including evolution and natural selection; metabolic diversity; productivity; trophic dynamics; models of population growth, competition, mutualism and predation. This course is designated as Communication-Intensive; instruction and practice in oral and written communication provided. Biology is a recommended prerequisite.

Hank introduces us to ecology - the study of the rules of engagement for all of us earthlings - which seeks to explain why the world looks and acts the way it does. The world is crammed with things, both animate and not, that have been interacting with each other all the time, every day, since life on this planet began, and these interactions depend mostly on just two things... Learn what they are as Crash Course Biology takes its final voyage outside the body and into the entire world.

Chapters:
1) Ecological Hierarchy :2
a) Population
b) Community :1
c) Ecosystem
d) Biome :1
e) Biosphere

2) Key Ecological Factors
a) Temperature :1
b) Water

3) Biome Type :1

Students explore the biosphere and its associated environments and ecosystems in the context of creating a model ecosystem, learning along the way about the animals and resources. Students investigate different types of ecosystems, learn new vocabulary, and consider why a solid understanding of one's environment and the interdependence of an ecosystem can inform the choices we make and the way we engineer our communities. This lesson is part of a series of six lessons in which students use their growing understanding of various environments and the engineering design process, to design and create their own model biodome ecosystems.

In this activity, student teams explore connections between parts of the Earth system, by examining a time series of environmental data maps. By examining scientific visualizations of a data pair in two time slices, they will see that the environment is the result of the interplay among many processes that take place on varying time and spatial scales. This is one of six interrelated learning activities associated with the GLOBE Earth System Poster, Exploring Connections in Year 2007, which also includes a series of assessment and extension activities. GLOBE (Global Learning and Observation to Benefit the Environment) is a worldwide, hands-on, K-12 school-based science education program.

Students learn about energy and nutrient flow in various biosphere climates and environments. They learn about herbivores, carnivores, omnivores, food chains and food webs, seeing the interdependence between producers, consumers and decomposers. Students are introduced to the roles of the hydrologic (water), carbon, and nitrogen cycles in sustaining the worlds' ecosystems so living organisms survive. This lesson is part of a series of six lessons in which students use their growing understanding of various environments and the engineering design process, to design and create their own model biodome ecosystems.

Just like the permanent exhibit it was created to complement, the online Hall of Biodiversity showcases the beauty, diversity, and abundance of life on Earth while warning of the threats posed by human activity. Along with a brief introduction to the exhibit, it includes these four sections: Spectrum of Life - A virtual journey through 3.5 billion years of evolution on Earth. The interactive cladogram includes detailed information on more than 25 diverse life forms. Transformation of the Biosphere - An overview of how the Earth is continually experiencing climatic changes and changes brought on by physical events, such as meteorite collisions. The Dzanga-Sangha Rain Forest - An explanation of what visitors will find when they explore this walk-through diorama at the Museum, which features the sights and sounds of a dense tropical rain forest. Solutions - A list of concrete actions individuals can take to help save the Earth's resources for generations to come.

This resource is a video abstract of a research paper created by Research Square on behalf of its authors. It provides a synopsis that's easy to understand, and can be used to introduce the topics it covers to students, researchers, and the general public. The video's transcript is also provided in full, with a portion provided below for preview:

"Life in cold environments dominates Earth’s biosphere, where microbial activity plays a large role in biogeochemical cycles. 120 metagenomes from Ace Lake in East Antarctica were analyzed for a seasonal cycle and four summers over 10 years to determine how the polar light cycle affects microbial-driven nutrient cycles. The two most abundant taxa found were green sulfur bacteria (GSB) and cyanobacteria, both of which are highly influenced by light availability. Interestingly, the abundance of one important GSB member, Chlorobium, dropped significantly in winter before rebounding back to high levels in the spring. Although viruses specific for these microbes were abundant, the negative impact of viral infection on host growth appeared to be limited..."

The rest of the transcript, along with a link to the research itself, is available on the resource itself.

This transcribed article from American Radio Works discusses the hurricane risk in New Orleans. The 2002 article talks about how deep flood waters would be in a Category Five hurricane and the likelihood that such a storm would hit. Users may also listen to the article using Real Player audio program.

The MIT Biology Department core courses, 7.012, 7.013, and 7.014, all cover the same core material, which includes the fundamental principles of biochemistry, genetics, molecular biology, and cell biology. Biological function at the molecular level is particularly emphasized and covers the structure and regulation of genes, as well as, the structure and synthesis of proteins, how these molecules are integrated into cells, and how these cells are integrated into multicellular systems and organisms. In addition, each version of the subject has its own distinctive material.
7.014 focuses on the application of these fundamental principles, toward an understanding of microorganisms as geochemical agents responsible for the evolution and renewal of the biosphere and of their role in human health and disease.
Acknowledgements
The study materials, problem sets, and quiz materials used during Spring 2005 for 7.014 include contributions from past instructors, teaching assistants, and other members of the MIT Biology Department affiliated with course 7.014. Since the following works have evolved over a period of many years, no single source can be attributed.

This article highlights lessons that help K-grade 5 students understand that animals and plants can only survive in certain environments.The lessons support the theme of an issue of the free online magazine Beyond Weather and the Water Cycle. The theme is "We Depend on Earth's Climate."

As students learn about the creation of biodomes, they are introduced to the steps of the engineering design process, including guidelines for brainstorming. Students learn how engineers are involved in the design and construction of biodomes and use brainstorming to come up with ideas for possible biodome designs. This lesson is part of a series of six lessons in which students use their growing understanding of various environments and the engineering design process, to design and create their own model biodome ecosystems.

Twenty lab exercises for undergraduate-level physical geography laboratory courses. Lab manual highlights include: Customizable components to suit your needs for synchronous, asynchronous, or face-to-face instruction; Meets the C-ID descriptor requirements for content, lab activities, and objectives while including geotechnology applications and environmental justice topics where appropriate; Each lab exercise underwent peer review to ensure clarity, currency, and utility.

Students learn about population density within environments and ecosystems. They determine the density of a population and think about why population density and distribution information is useful to engineers for city planning and design as well as for resource allocation.

This resource was created by Kayla Henery, in collaboration with Lynn Bowder, as part of ESU2's Mastering the Arts project. This project is a four year initiative focused on integrating arts into the core curriculum through teacher education and experiential learning.