Bioknowledgy
questioning, investigating and understanding
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  • IB Biology
    • Syllabus
    • General Resources
    • Practical scheme of work >
      • Practical activities (Labs)
      • Individual investigation
      • IB Write
  • Core
    • 1. Cell biology >
      • 1.1 Introduction to cells
      • 1.2 Ultrastructure of cells
      • 1.3 Membrane structure
      • 1.4 Membrane transport
      • 1.5 The origin of cells
      • 1.6 Cell division
    • 2. Molecular biology >
      • 2.1 Molecules to metabolism
      • 2.2 Water
      • 2.3 Carbohydrates and lipids
      • 2.4 Proteins
      • 2.5 Enzymes
      • 2.6 Structure of DNA and RNA
      • 2.7 DNA replication, transcription and translation
      • 2.8 Cell respiration
      • 2.9 Photosynthesis
    • 3. Genetics >
      • 3.1 Genes
      • 3.2 Chromosomes
      • 3.3 Meiosis
      • 3.4 Inheritance
      • 3.5 Genetic modification and biotechnology
    • 4. Ecology >
      • 4.1 Species, communities and ecosystems
      • 4.2 Energy flow
      • 4.3 Carbon cycling
      • 4.4 Climate change
    • 5. Evolution and biodiversity >
      • 5.1 Evidence for evolution
      • 5.2 Natural selection
      • 5.3 Classification of biodiversity
      • 5.4 Cladistics
    • 6. Human physiology >
      • 6.1 Digestion and absorption
      • 6.2 The blood system
      • 6.3 Defence against infectious disease
      • 6.4 Gas exchange
      • 6.5 Neurons and synapses
      • 6.6 Hormones, homeostasis and reproduction
  • Additional higher level (AHL)
    • 7. Nucleic acids >
      • 7.1 DNA structure and replication
      • 7.2 Transcription and gene expression
      • 7.3 Translation
    • 8. Metabolism, cell respiration and photosynthesis >
      • 8.1 Metabolism
      • 8.2 Cell respiration
      • 8.3 Photosynthesis
    • 9. Plant biology >
      • 9.1 Transport in the xylem of plants
      • 9.2 Transport in the phloem of plants
      • 9.3 Growth in plants
      • 9.4 Reproduction in plants
    • 10. Genetics and evolution >
      • 10.1 Meiosis
      • 10.2 Inheritance
      • 10.3 Gene pools and speciation
    • 11. Animal physiology >
      • 11.1 Antibody production and vaccination
      • 11.2 Movement
      • 11.3 The kidney and osmoregulation
      • 11.4 Sexual reproduction
  • Options
    • A. Neurobiology and behaviour >
      • A.1 Neural development
      • A.2 The human brain
      • A.3 Perception of stimuli
      • A.4 Innate and learned behaviour (AHL)
      • A.5 Neuropharmacology (AHL)
      • A.6 Ethology (AHL)
    • B. Biotechnology and bioinformatics
    • C. Ecology and conservation >
      • C.1 Species and communities
      • C.2 Communities and ecosystems
      • C.3 Impacts of humans on ecosystems
      • C.4 Conservation of biodiversity
      • C.5 Population ecology (AHL)
      • C.6 Nitrogen and phosphorus cycles (AHL)
    • D. Human physiology
  • Giving back - BioKQQAnswers

Essential idea: Continued availability of carbon in ecosystems depends on carbon cycling.

Ecosystems need carbon to be cycled, without it they could not survive. To illustrate this point the coal shown above is formed entirely from partially decayed and fossilised plant and animal remains. Fossil fuels are a valuable sink of carbon. As shown by this and the next topic the balance of the cycle, i.e. where in the cycle the carbon is found, is as critical to ecosystems as the fact that they need carbon to be cycled.

Understandings, applications and skills:

4.3.U1 Autotrophs convert carbon dioxide into carbohydrates and other carbon compounds.
4.3.U2 In aquatic ecosystems carbon is present as dissolved carbon dioxide and hydrogen carbonate ions.
4.3.U3 Carbon dioxide diffuses from the atmosphere or water into autotrophs.
4.3.U4 Carbon dioxide is produced by respiration and diffuses out of organisms into water or the atmosphere.
4.3.U5 Methane is produced from organic matter in anaerobic conditions by methanogenic archaeans and some diffuses into the atmosphere or accumulates in the ground.
4.3.U6 Methane is oxidized to carbon dioxide and water in the atmosphere.
4.3.U7 Peat forms when organic matter is not fully decomposed because of acidic and/or anaerobic conditions in waterlogged soils.
4.3.U8 Partially decomposed organic matter from past geological eras was converted either into coal or into oil and gas that accumulate in porous rocks.
4.3.U9 Carbon dioxide is produced by the combustion of biomass and fossilized organic matter.
4.3.U10 Animals such as reef-building corals and mollusca have hard parts that are composed of calcium carbonate and can become fossilized in limestone.
4.3.A1 Estimation of carbon fluxes due to processes in the carbon cycle. [Carbon fluxes should be measured in gigatonnes.]
4.3.A2 Analysis of data from air monitoring stations to explain annual fluctuations.
4.3.S1 Construct a diagram of the carbon cycle.
[Text in square brackets indicates guidance notes]

Starters

A fun musical introduction to the Carbon Cycle by Mr W
Use video to both learn and test your skills in drawing the carbon cycle


Presentation and notes

The presentation is designed to help your understanding. The notes outline is intended to be used as a framework for the development of student notes to aid revision.
Download presentation


Vocabulary

Correct use of terminology is a key skill in Biology. It is essential to use key terms correctly when communicating your understanding, particularly in assessments. Use the quizlet flashcards or other tools such as learn, scatter, space race, speller and test to help you master the vocabulary.
Use the Cornell notes style template to collate your own notes for Topic 4.3 Carbon cycling.


Quick quiz

Use the BioK Quick Quiz on 4.3 Carbon cycling (as directed) to check your understanding of the topic.

Weblinks

Carbon Cycle
Carbon cycle by NASA - comes without sound, a good learning activity could be to ask students to create a narrated version of the video
Global Carbon Cycle by Sunamas Inc. includes details on global warming
Global Cabon Cycle by WH Freeman looks at carbon fluxes in GTC/y
Carbon Cycle by KScience has a simplified carbon cycle showing fluxes of carbon

Nature of science

Making accurate, quantitative measurements - it is important to obtain reliable data on the concentration of carbon dioxide and methane in the atmosphere. (3.1)

Test your understanding of the NoS statement by answering the question below:
Q - explain why it is important to monitor carbon dioxide concentrations at different locations and why standardised methods must be used at each location. (3 marks)

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