http://www.teachengineering.org/view_lesson.php?url=collection/cub_/lessons/cub_bio/cub_bio_lesson03.xmllessontext/xmlIntegrated Teaching and Learning Program, Biodomecarboncarnivoreconsumercycleenergyenergy flowecosystemenvironmentfoodfood chainfood webherbivorehydrologic cyclenitrogennutrientnutrient cycleomnivoreproducerswater cyclewaterBiodomeBiosphereCarnivoreCarbon cycleCombustionCondensationConsumerDecompositionEcosystemEnergyEngineerEvaporationEnvironmentFood chainFood webHerbivoreHydrologic cycleNitrogen cycleOmnivorePhotosynthesisPrecipitationProducerRespirationTranspirationWater cycle

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.

Understanding energy flow and transfer is important for many engineering applications. Some engineers must consider how to avoid and exploit heat loss/gain in their building designs. Other engineers must understand the direct application of energy in determining the type of fuel used to power essential and everyday appliances and tools. Since our weather and climates result from heat transfer and energy flow, engineers who design sensor and reporting equipment must understand these cycles. From this knowledge, they also design meteorological computer modeling systems that generate information and tools to make weather predictions and forecasts.Describe the importance of energy flow and nutrient cycles in sustaining Earth’s ecosystems.Diagram the flow of energy through simple food chains and food webs.Relate how engineers use their knowledge of energy flow through systems in the design of new technologies.20TeachEngineering.orgChristopher ValentiMalinda Schaefer ZarskeDenise Carlsonhttp://www.teachengineering.org/collection/cub_/lessons/cub_bio/cub_bio_lesson03_energy_cycles_visual_aids.ppthttp://www.teachengineering.org/collection/cub_/lessons/cub_bio/cub_bio_lesson03_concept_quiz.dochttp://www.teachengineering.org/collection/cub_/lessons/cub_bio/cub_bio_lesson03_concept_quiz.pdfhttp://www.teachengineering.org/collection/cub_/lessons/cub_bio/cub_bio_lesson03_concept_quiz_answers.dochttp://www.teachengineering.org/collection/cub_/lessons/cub_bio/cub_bio_lesson03_concept_quiz_answers.pdfBush, Mark B. Ecology of a Changing Planet, Second Edition. Saddle River, NJ: Prentice Hall, 2000.http://www.dictionary.comhttp://www.epa.gov/OCEPAterms/ S11417D6International_Technology_Education_Association-ITEA_STL_StandardsTechnologyC. Energy comes in different forms. 35S11416E7International_Technology_Education_Association-ITEA_STL_StandardsTechnologyF. A subsystem is a system that operates as a part of another system. 35S1142567ColoradoSciencec. Compare and contrast different habitat types 44S1142568ColoradoScienced. Create and evaluate models of the flow of nonliving components or resources through an ecosystem 44United StatesCopyright 2012 - Integrated Teaching and Learning Program, College of Engineering, University of Colorado at Boulderhttp://www.teachengineering.org/policy_ipp.phphttp://www.teachengineering.org/2012-01-194Teacher