essay about earth subsystem

Study of Earth Systems Essay

Introduction.

The earth functions as a unit system in space. The authors’ claim that the earth is round but not perfect spheroid, scores the credibility of all scientific observations. The earth is further subdivided into four interrelated subsystems. The four systems comprise the lithosphere, atmosphere, hydrosphere, and Biosphere. These spheres of the earth interact through various processes, which include energy transfer and air circulation.

The four subsystems and their interrelationships

The lithosphere defines land and all associated resources while all the water bodies of the earth make up the hydrosphere. Similarly, the biosphere refers to the subsystem occupied by all living matter on the earth’s surface and the ground beneath it. Finally, the atmosphere covers all the gaseous materials that cover the earth. All the four subsystems interlock each other in well-defined ways. Thus, living matter on the earth obtains oxygen from the atmosphere while condensation in the same sphere results in precipitation on the lithosphere. Again, in the hydrological cycle, evaporation from the hydrosphere and evaporation through transpiration from the biosphere in the lithosphere leads to the formation of clouds that return to the lithosphere through precipitation (Gabler, Petersen & Tropasso, 2007, p. 13)

The synergies created by perpetual interaction within the four main subsystems of the earth also result in replenishing a number of resources useful to both people and animals on earth. For example, from the atmosphere, people get fresh oxygen used in respiration and other important gases used in industries. Besides oxygen, we may consider oxygen obtain from the atmosphere through fractional distillation of air and then used as a preservative in food and beverage processing. On the other hand, oxygen, which comprises the main resource from the atmosphere supports combustion and is therefore used in the burning of material to facilitate molding them into different shapes (Strahler & Merali, 2008, p. 6).

From the hydrosphere, people get both fresh and salty water. Salty water covers nearly 67% of the total water volume on the earth. However, freshwater that makes up to 16% of the earth’s total water by volume forms the primary resource in both domestic and industrial activities. At home, people drink fresh water to quench thirst while all households depend on water for cooking and a wide range of cleaning. In the real of biosphere and hydrosphere interaction, people find a variety of aquatic animals. The edible species of aquatic animals such as fishes make delicacies in most maritime communities and amongst people living in inland waters (Strahler & Merali, 2008, p. 8).

The aquatic animals also contribute to the economic well-being of most traditional societies that practice fishing as means of generating revenue. In most locations where people live on the coastlines, large-scale fishing provides an important source of government revenue and food for the population. On the lithosphere, people find the land to walk and carry out all other activities (Gabler, Petersen & Tropasso, 2007, p. 13).

The two main resources found in these spheres with crucial benefits to people are vegetation and rocks. From the rocks, people get minerals such as gold and diamond besides gas and oil mined to provide energy used in homes and schools. In the biosphere, people get vegetation that replenishes the air and various breeds of animals. Since the biosphere supports the rearing of animals and crop farming, people depend on this subsystem of the earth for the production of natural foods as the major activity. Rangelands and grasslands of the earth inhabit wild animals used by people for touristic and aesthetic purposes.

Mostly, the interlocking relationship of the four spheres of the earth function to support human life on earth, by balancing all the natural forces controlling each subsystem.

• Gabler, R. E., Petersen, J., & Tropasso, L. (2007). Essentials of Physical geography ( 4 th Edition). Belmont, CA: Thompson. p.13
• Strahler, A., & Merali, Z. (2008). The earth as a rotating planet: visualising Physical geography. New York: John Wiley and Sons.
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Scientists divide the planet into two main components: the biosphere, which consists of all life, and the geosphere. The geosphere has four subsystems called the lithosphere, hydrosphere, cryosphere, and atmosphere. Because these subsystems interact with each other and the biosphere, they work together to influence the climate, trigger geological processes, and affect life all over the Earth.

Dry Land: Many Call it Home

Unless you live in the air like a bird, you make your home in the lithosphere along with all other life forms that live on land. The lithosphere, which consists of the Earth's crust and upper mantle, also contains rocks, forests, mountains and all the earth's other landforms. It depth is about 100 kilometers (22 miles). The lithosphere always changes because of geological processing happening above and below ground.

The Air You Breathe

Perched above the other subsystems you'll find the atmosphere. Essential to life on the planet, it only makes up about 0.07 percent of the Earth's mass. The atmosphere contains several layers including the troposphere, a layer that interacts with the other subsystems. Although oxygen is a critical gas that sustains life, the lower atmosphere only contains 20.95 percent oxygen and 78.08 percent nitrogen. The atmosphere is always in motion responding to temperature changes that occur in other parts of the Earth system.

Let There be Water

The hydrosphere contains the planet's water whether it's in the oceans, lakes or rivers. It also consists of water vapor that condenses to form clouds. The atmosphere can also affect the hydrosphere. For instance, the ocean's temperature changes when the air temperature fluctuates. These temperature changes, in turn, can help spawn hurricanes that affect the other subsystems. The ocean is the hydrosphere's largest component.

Cold as Ice

Similar to the hydrosphere, the cryosphere also contains the planet's water. However, this subsystem consists of solid water. That water may be in the form of glaciers, snow, ice in the ocean, permafrost and even frozen ground. Changes in temperature and sea levels can have a major effect on the cryosphere, especially when warmer temperatures cause ice to melt. Melting ice can affect polar bears and other life in this subsystem. Because ice reflects sunlight and oceans absorb it, less ice due to melting can translate into higher temperatures.

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After majoring in physics, Kevin Lee began writing professionally in 1989 when, as a software developer, he also created technical articles for the Johnson Space Center. Today this urban Texas cowboy continues to crank out high-quality software as well as non-technical articles covering a multitude of diverse topics ranging from gaming to current affairs.

What Caused the Separation of the Earth Into Layers?

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• 1 What Caused the Separation of the Earth Into Layers?
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NOTIFICATIONS

What is the earth system.

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There are many interacting systems that make up the Earth, many of which are dynamic. These notes discuss the importance of understanding the concept of systems with emphasis on the water cycle, and are aimed specifically for teachers.

Earth’s system

In this video, 4 New Zealand scientists talk about how the water cycle is part of Earth’s system. They point out that Earth’s system consists of 4 subsystems – the geosphere, hydrosphere, atmosphere and biosphere – which all interact with each other.

Scientists increasingly view Earth as a dynamic system – a combination of interrelated, interdependent or interacting parts forming a collective whole or entity. On a macro level, the Earth system maintains its existence and functions as a whole through the interactions of its parts, called components. At a lower level or micro level, it is helpful to think of the Earth system in terms of four central components known as the subsystems – the hydrosphere, geosphere, atmosphere and biosphere.

These subsystems are interconnected by processes and cycles, which, over time, intermittently store, transform and/or transfer matter and energy throughout the whole Earth system in ways that are governed by the laws of conservation of matter and energy. The energy that drives these processes comes mainly from the Sun and sometimes from energy sources within the Earth.

Examples of some of these processes include evaporation, erosion, convection currents, transpiration, photosynthesis or weathering. They can occur at different rates and in different places over time.

A cycle is a collection of connected, on-going processes that circulates a common component throughout a system – such cycles are continuous with no beginning or end. Examples in the Earth system include the rock cycle , the food chain, the carbon cycle , the nitrogen cycle , the water cycle and energy cycles.

Systems can be complex and dynamic, stable and unstable

Systems can range in complexity, and Earth’s subsystems are all dynamic. Key to understanding the complexity of the Earth system is that manipulation in one part of a subsystem can cause effects in other parts of that subsystem and/or the other subsystems, sometimes in ways that are quite unexpected. This response occurs because the subsystem attempts to maintain its stability, so if one variable changes, other variables may be affected to varying degrees.

This degree of response also describes how stable or unstable these systems are. For example, a glacier is a relatively unstable system – if the temperature in the atmosphere rises above the melting point of ice, the glacier melts and decreases in ice and the glacier retreats . In contrast, a tree is a relatively stable system that regulates environmental changes due to water shortage, for example, by reducing the size of its leaves’ stomata so it can return to a relative state of equilibrium.

On a bigger scale, the rising temperature in the atmosphere in a region can bring on a cascade of environmental changes to restore equilibrium across the subsystems, such as changes in evaporation and transpiration rates, weather patterns such as winds and precipitation, salinity of water bodies like lakes and seas, and type of species and numbers of organisms. Each response to a change can trigger a string of interconnected responses, which makes the repercussions of any single change in this complex and dynamic Earth system difficult to predict. Earth systems and climate change takes a closer look at this issue from scientific and te ao Māori perspectives.

Dynamic and complex: the global water cycle

Water in the Earth system is influencing all aspects of life on Earth. Pathways, storage, transfers and transformations have an effect on the global climate and human welfare. Within this interactive 4 scientists talk about some of the complex aspects of the water cycle. To use this interactive, move your mouse or finger over any of the labelled boxes and click to obtain more information.

The water cycle

The water cycle is the result of a collection of connected processes that distribute water and energy throughout the Earth system in cyclic patterns. Over time, on-going and repeated change in the distribution and form of water and energy around the globe is caused by processes like evaporation, condensation, freezing, melting, convection currents and infiltration.

Different smaller systems such as like clouds, plants, aquifers and seawater, play a part in the water cycle and influence how water is distributed. There are also cycles within cycles.

The distribution of water is also closely linked to the distribution of other forms of matter, particularly dissolved materials in rivers, lakes and groundwater. Human activity such as agriculture, irrigation, industrial processes, sea transport and sewage disposal can impact on the components and processes of the water cycle in a number of ways – consider the impact of power generation through hydroelectric dams, for example.

Teaching the Earth System and water cycle concepts

Research into students’ learning about the water cycle indicates that many students have an incomplete picture of the water cycle and hold alternative conceptions. Their thinking is often naïve, and few can recognise the complexities involved. Students may only represent the upper part of the water cycle (evaporation, condensation and rainfall) and ignore the ‘less visible’ groundwater, biospheric and environmental components.

Where groundwater is acknowledged, it is often seen as a static, unchanging component of the water cycle. Students may also struggle with water chemistry throughout the cycle – ideas about dissolving and purification through percolation and/or evaporation can be problematic. At times, students also underestimate the impact of human activities on the water cycle.

Before starting teaching the water cycle, students need to understand some of the basic scientific ideas underpinning the concept of the Earth system and its four subsystems. Students could engage in the activities Building a water cycle and Constructing an aquifer model , before tracing the many possible paths of an imaginary water molecule within the water cycle in order to identify relevant processes and components. Such an activity can also highlight the role of time in the cycle and teach students an appreciation that materials move at different rates at any given time.

An extension activity could be to learn more about parts of the water cycle and how it affects the subsystem of system Earth by exploring the article Humans and the water cycle .

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Essay on Earth

500 words essay on earth.

The earth is the planet that we live on and it is the fifth-largest planet. It is positioned in third place from the Sun. This essay on earth will help you learn all about it in detail. Our earth is the only planet that can sustain humans and other living species. The vital substances such as air, water, and land make it possible.

All About Essay on Earth

The rocks make up the earth that has been around for billions of years. Similarly, water also makes up the earth. In fact, water covers 70% of the surface. It includes the oceans that you see, the rivers, the sea and more.

Thus, the remaining 30% is covered with land. The earth moves around the sun in an orbit and takes around 364 days plus 6 hours to complete one round around it. Thus, we refer to it as a year.

Just like revolution, the earth also rotates on its axis within 24 hours that we refer to as a solar day. When rotation is happening, some of the places on the planet face the sun while the others hide from it.

As a result, we get day and night. There are three layers on the earth which we know as the core, mantle and crust. The core is the centre of the earth that is usually very hot. Further, we have the crust that is the outer layer. Finally, between the core and crust, we have the mantle i.e. the middle part.

The layer that we live on is the outer one with the rocks. Earth is home to not just humans but millions of other plants and species. The water and air on the earth make it possible for life to sustain. As the earth is the only livable planet, we must protect it at all costs.

Get the huge list of more than 500 Essay Topics and Ideas

There is No Planet B

The human impact on the planet earth is very dangerous. Through this essay on earth, we wish to make people aware of protecting the earth. There is no balance with nature as human activities are hampering the earth.

Needless to say, we are responsible for the climate crisis that is happening right now. Climate change is getting worse and we need to start getting serious about it. It has a direct impact on our food, air, education, water, and more.

The rising temperature and natural disasters are clear warning signs. Therefore, we need to come together to save the earth and leave a better planet for our future generations.

Being ignorant is not an option anymore. We must spread awareness about the crisis and take preventive measures to protect the earth. We must all plant more trees and avoid using non-biodegradable products.

Further, it is vital to choose sustainable options and use reusable alternatives. We must save the earth to save our future. There is no Planet B and we must start acting like it accordingly.

Conclusion of Essay on Earth

All in all, we must work together to plant more trees and avoid using plastic. It is also important to limit the use of non-renewable resources to give our future generations a better planet.

FAQ on Essay on Earth

Question 1: What is the earth for kids?

Answer 1: Earth is the third farthest planet from the sun. It is bright and bluish in appearance when we see it from outer space. Water covers 70% of the earth while land covers 30%. Moreover, the earth is the only planet that can sustain life.

Question 2: How can we protect the earth?

Answer 2: We can protect the earth by limiting the use of non-renewable resources. Further, we must not waste water and avoid using plastic.

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Earth's Systems

The five systems of Earth (geosphere, biosphere, cryosphere, hydrosphere, and atmosphere) interact to produce the environments we are familiar with.

Biology, Ecology, Earth Science, Climatology, Geology, Oceanography

Great Bear Rainforest

Rainforests, like the Great Bear Rainforest in British Columbia, Canada, show the interaction of Earth's various biospheres.

Photograph by Paul Nicklen

What is the most important part of our planet, the main reason Earth is different from all the other planets in the solar system? If 10 different environmental scientists were asked this question, they would probably give 10 different answers. Each scientist might start with their favorite topic, from plate tectonics to rainforests and beyond. Eventually, however, their collective description would probably touch on all the major features and systems of our home planet. It turns out that no single feature is more significant than the others—each one plays a vital role in the function and sustainability of Earth’s system. There are five main systems, or spheres, on Earth. The first system, the geosphere, consists of the interior and surface of Earth, both of which are made up of rocks. The limited part of the planet that can support living things comprises the second system; these regions are referred to as the biosphere. In the third system are the areas of Earth that are covered with enormous amounts of water, called the hydrosphere. The atmosphere is the fourth system, and it is an envelope of gas that keeps the planet warm and provides oxygen for breathing and carbon dioxide for photosynthesis. Finally, there is the fifth system, which contains huge quantities of ice at the poles and elsewhere, constituting the cryosphere. All five of these enormous and complex systems interact with one another to maintain the Earth as we know it. When observed from space, one of Earth’s most obvious features is its abundant water. Although liquid water is present around the globe, the vast majority of the water on Earth, a whopping 96.5 percent, is saline (salty) and is not water humans, and most other animals, can drink without processing. All of the liquid water on Earth, both fresh and salt, makes up the hydrosphere, but it is also part of other spheres. For instance, water vapor in the atmosphere is also considered to be part of the hydrosphere. Ice, being frozen water, is part of the hydrosphere, but it is given its own name, the cryosphere. Rivers and lakes may appear to be more common than are glaciers and icebergs, but around three-quarters of all the fresh water on Earth is locked up in the cryosphere. Not only do the Earth systems overlap, they are also interconnected; what affects one can affect another. When a parcel of air in the atmosphere becomes saturated with water, precipitation , such as rain or snow, can fall to Earth’s surface. That precipitation connects the hydrosphere with the geosphere by promoting erosion and weathering , surface processes that slowly break down large rocks into smaller ones. Over time, erosion and weathering change large pieces of rocks—or even mountains—into sediments, like sand or mud. The cryosphere can also be involved in erosion , as large glaciers scour bits of rock from the bedrock beneath them. The geosphere includes all the rocks that make up Earth, from the partially melted rock under the crust, to ancient, towering mountains, to grains of sand on a beach. Both the geosphere and hydrosphere provide the habitat for the biosphere, a global ecosystem that encompasses all the living things on Earth. The biosphere refers to the relatively small part of Earth’s environment in which living things can survive. It contains a wide range of organisms, including fungi, plants, and animals, that live together as a community. Biologists and ecologists refer to this variety of life as biodiversity . All the living things in an environment are called its biotic factors. The biosphere also includes abiotic factors, the nonliving things that organisms require to survive, such as water, air, and light. The atmosphere—a mix of gases, mostly nitrogen and oxygen along with less abundant gases like water vapor, ozone , carbon dioxide, and argon—is also essential to life in the biosphere. Atmospheric gases work together to keep the global temperatures within livable limits, shield the surface of Earth from harmful ultraviolet radiation from the sun, and allow living things to thrive. It is clear that all of Earth’s systems are deeply intertwined, but sometimes this connection can lead to harmful, yet unintended, consequences. One specific example of interaction between all the spheres is human fossil fuel consumption. Deposits of these fuels formed millions of years ago, when plants and animals—all part of the biosphere—died and decayed. At that point, their remains were compressed within Earth to form coal, oil, and natural gas, thus becoming part of the geosphere. Now, humans—members of the biosphere—burn these materials as fuel to release the energy they contain. The combustion byproducts, such as carbon dioxide, end up in the atmosphere. There, they contribute to global warming, changing and stressing the cryosphere, hydrosphere, and biosphere. The many interactions between Earth’s systems are complex, and they are happening constantly, though their effects are not always obvious. There are some extremely dramatic examples of Earth’s systems interacting, like volcanic eruptions and tsunamis, but there are also slow, nearly undetectable changes that alter ocean chemistry, the content of our atmosphere, and the microbial biodiversity in soil. Each part this planet, from Earth’s inner core to the top of the atmosphere, has a role in making Earth home to billions of lifeforms.

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Related Resources

Next Generation Earth Systems Science at the National Science Foundation (2022)

Chapter: 1 introduction, 1 introduction.

The complex, dynamic interactions among natural components of the Earth system—the atmosphere, ocean, cryosphere, biosphere, and geosphere that cycle energy, water, nutrients, and other trace substances—have maintained life on our planet for billions of years. Our understanding of these interactions—and their importance to humanity for providing food, water, and a hospitable climate—has grown substantially over the past few decades. However, our understanding has struggled to keep pace with the rapid changes in the Earth’s natural systems, the magnitude of human influences on them, the systems’ impacts on human and ecosystem sustainability and resilience, and the effectiveness of different pathways to address these challenges.

Filling these knowledge gaps is urgent for our nation and the world. The Earth’s systems are an integration of natural and social processes. Human technologies and activities have expanded economies and consumed resources, coming to rival and even exceed the magnitude of natural processes in driving the behavior of the Earth’s systems (see Figure 1.1 ). Decisions made today will shape the future functioning of the planet’s life support system and thus will continue to impact, and be impacted by, human society. Examples of systems and system interactions that are essential for understanding our planet, predicting how it may change and the impact of uncertainties, and securing a sustainable future include (1) the food–energy–water nexus and associated carbon–energy–water cycles that underpin this nexus; (2) interactions between the cryosphere and oceans accounting for rising sea level convolved with

subsiding and/or eroding coastlines and deltas; and (3) freshwater, nutrient, and sediment exchanges between land seas and their mediation by atmospheric, hydrologic, and geologic processes; among numerous others (e.g., Reid et al., 2010 ; Steffen et al., 2020 ). Equally essential is that this knowledge be developed using equitable, inclusive, and just practices that harness the diversity of experiences and backgrounds to understand the Earth’s systems, and that this knowledge is shared and communicated effectively to all stakeholders.

The National Science Foundation (NSF) is uniquely positioned to strengthen the scientific foundation necessary to explore these issues. NSF’s mission is to promote the progress of science and to advance the nation’s health, prosperity, and welfare (Public Law 81-507). It funds curiosity-driven and use-inspired basic research in all Earth science and engineering disciplines, along with supporting observations, modeling, and data analysis capabilities, education, and workforce development.

To date, most NSF-funded research on advancing understanding of the Earth’s systems has been through disciplinary studies of the Earth’s components and selected interdisciplinary studies of their interactions and feedbacks. Interdisciplinary research combines contributions from individual disciplines while preserving their distinctiveness ( NRC, 2014 ; NASEM, 2019a ). Such research can be inspired by curiosity or the use to which the knowledge will be put (see Box 1.1 ). More recently, NSF has begun to explore convergent approaches, which use a shared conceptual framework to address a common problem or question. For example, the CoPe (Coastlines and People) program supports Coastal Research Hubs, structured using a convergent science approach, to improve understanding of interactions among natural, human-built, and social systems in coastal, populated environments. This type of research is especially useful for tackling so-called wicked scientific, social, or technological problems, which involve novel integration of widely diverse fields of knowledge—such as natural and social sciences, computational sciences, and engineering disciplines—and diverse perspectives and expertise—such as from decision makers and local communities (e.g., NASEM, 2019b ).

1.1 PURPOSE OF THE REPORT

At the request of NSF, the National Academies of Sciences, Engineering, and Medicine established a committee to develop a vision for a robust, integrated approach for studying the Earth’s systems and to identify NSF facilities, infrastructure, coordinating mechanisms, computing, and workforce development to support that vision. Six NSF directorates joined the request for this study, including the directorates for Biological Sciences; Computer and Information Science and Engineering; Education and Human Resources; Engineering; Geosciences; and Social, Behavioral and Economic Sciences. The participation of multiple directorates in this study signals NSF’s recognition of the responsibility to better harness the knowledge, approaches, and capabilities of multiple fields across the social sciences, natural sciences, engineering, and computer sciences. It also recognizes the importance of developing and training a workforce with the diverse expertise and perspectives that will be used to carry out the necessary interdisciplinary and convergence research.

The committee was charged with five tasks (see Box 1.2 ). Task 1 was to develop a vision for studying the Earth’s systems, including the value and characteristics of an integrated approach. Task 2 was to identify scientific and programmatic opportunities and barriers for achieving an integrated approach. In this report, “Earth’s systems” refers to components of the atmosphere, hydrosphere, geosphere, cryosphere, biosphere, and the individuals, institutions, and technologies that respond to and influence these dynamics as well as their interactions and feedback through time (see Box 1.3 ).

Tasks 3 through 5 concern the implementation of the committee’s vision for Earth Systems Science at NSF, including ways to leverage NSF facilities, infrastructure, and coordinating mechanisms (Tasks 3 and 4), and to build a workforce with the diverse skills, approaches, and perspectives desired to carry out the research (Task 5). Addressing Task 3 as written would have involved a review of all relevant NSF facilities and infrastructure, which the NSF sponsors acknowledged was not possible in the confines of the study. Instead, the committee discussed synergies that would enable convergence research and advance Earth Systems Science.

The committee organized its analysis of Tasks 3–5 around the key characteristics outlined in its vision, and drew on insights and outcomes from the results of a committee questionnaire; workshops on social and behavioral science, engineering, computation, and education and workforce development; and roundtables to discuss coordination mechanisms and computing and observing facilities (see Appendix A ). NSF has a large number of coordinating mechanisms and major facilities, so the committee chose examples that are managed by different directorates, that were not discussed in the workshops, and that were not recently reviewed in National Academies reports.

1.2 NSF’S ROLES IN EARTH SYSTEMS SCIENCE

Earth Systems Science aims to discover and integrate knowledge on the structure, nature, and scales of interactions among natural (e.g., physical, chemical, and biological) and social (e.g., cultural, socioeconomic, and geopolitical) processes. The goal is to develop an understanding of the direct interactions, feedback loops, nonlinearities, and emergent properties that contribute to understanding the planet, monitoring processes and predicting change, managing natural resources and hazards, and sustaining life. NSF makes a vital contribution to such efforts by funding research across the Earth system, supporting relevant facilities and infrastructure, and helping educate and train the current and future workforce.

NSF is organized into seven directorates that cover broad thematic areas: biological sciences; computer and information science and engineering; education and human resources; engineering; geosciences; social, behavioral, and economic sciences; and mathematical and physical sciences (see Figure 1.2 ). Each directorate includes several divisions focused on disciplines or topics within the thematic area, and each division includes several focused programs. Outside of this structure are cross-division and cross-directorate programs chosen to advance scientific and strategic priorities.

Research on the Earth’s Systems

Research within and across NSF directorates is key for advancing understanding of the Earth’s systems. Disciplinary studies, which are largely managed through the divisions, provide the foundation for understanding components of the Earth system, the processes that govern their dynamics, and how they have evolved over time. Interdisciplinary studies, which are typically managed through cross-division or cross-directorate programs, provide a means for exploring interactions and feedbacks among the components of the Earth system and for developing innovative approaches to studying complex problems related to the Earth’s systems.

Discipline Foundations .

The Geosciences Directorate, which manages the majority of research traditionally considered to be Earth Systems Science, covers atmospheric, oceanic, hydrologic, geologic, and polar science (see Figure 1.2 ). Decades of research in these areas has substantially advanced our knowledge of the Earth. For example, insights from climatology, atmospheric chemistry, meteorology, and geology have illuminated how the Earth’s climate has evolved and changed over geologic time and furthered our ability to project future trajectories of climate change. Oceanographers have helped quantify the multi-decadal warming of the global oceans and changes in ocean chemistry caused by the absorption of atmospheric carbon dioxide, and the resulting declines and geographic shifts of marine life. Studies of geology and geophysics have helped reveal the dynamic processes by which the Earth’s geologic systems have changed over time and continue to shape contemporary conditions. Studies in hydrology have contributed to understanding floods, droughts, and freshwater availability as well as understanding how freshwater mediates chemical and mechanical weathering of rock and contributes to soil formation. Studies of glaciology, geophysics, and hydrology have helped show how melting of polar ice sheets and ice caps in a warming climate leads to geographically variable sea levels, increases geological hazards, and threatens the persistence of cold-adapted biota.

Research on the terrestrial biosphere is primarily the purview of the Biological Sciences Directorate, which covers ecosystem science, evolutionary processes, population and community ecology, organismal biology, systematics and biodiversity sciences, and cellular and molecular biology. Research in life science disciplines—including microbiology, botany, zoology, forestry, pedology, ecology, and evolutionary biology—have, for example, helped elucidate the role of organisms in regulating the cycling of carbon, nitrogen, and phosphorus and in building soil, and has shown how the diversity of life supports terrestrial and aquatic food webs.

Research on how individuals and institutions respond to and influence the Earth’s systems is supported by the Directorate on Social, Behavioral and Economic Sciences. For example, studies on environmental decision-making and risk perception have revealed ways to better engage vulnerable communities in water resource management, communicate weather forecast uncertainty, and prepare and respond to natural disasters. Research on human behavior has demonstrated how the understanding of social norms can be applied to improve conservation, and how human behavior, institutional actions, and these interactions with the environment influence climate change and climate adaptation. Economists

have assessed the costs and benefits of ecosystem services, and developed approaches to quantify how people value preserving them.

The Engineering Directorate touches on studies of the Earth’s systems by considering the means through which humans affect their environment, detecting those effects, developing technical solutions to reduce human impacts on the environment, and creating means to mitigate the adverse impacts of the environment on human life. Relevant research areas in the directorate include environmental engineering and sustainability, disasters and the built environment, systems engineering, and the operation and design of complex engineered and socio-technical systems.

Research in these areas has advanced wastewater treatment, renewable energy generation and storage, climate impacts and systems resilience, food–energy–water nexus issues, life cycle assessment, sensor development, and other applications.

The Computer and Information Science and Engineering Directorate supports research related to the Earth’s systems, through support for integrating intelligent technologies with the natural and built environments to improve their social, economic, or environmental well-being. Computational approaches and efforts from this directorate will be essential for future Earth systems research.

Interdisciplinary and Convergence Research .

Both interdisciplinary and convergence research on the Earth’s systems entail collaboration across multiple NSF divisions or directorates. NSF handles these by establishing fixed-term cross-directorate programs, which are funded through cost-sharing among the participating directorates or through sources of new funding. A number of such programs have been developed to advance understanding of different aspects of the Earth’s systems. For example, Dynamics of Integrated Socio-Environmental Systems—a partnership among the directorates for Geosciences; Biological Sciences; and Social, Behavioral and Economic Sciences—examines human and natural system processes and the complex interactions among human and natural systems at diverse scales. 1 Innovations at the Nexus of Food, Energy, and Water Systems (INFEWS) sought to understand the linkages among social, engineering, physical, and natural processes that govern the food–energy–water system. 2 INFEWS involved five NSF directorates and the U.S. Department of Agriculture.

As part of the “Big Ideas” initiative, 3 NSF explicitly recognized the criticality of “investing in bold foundational research questions that are large in scope, innovative in character, originate outside of any particular directorate, and require a long-term commitment.” One Big Ideas program that relates to Earth Systems Science is Navigating the New Arctic, which supports convergence research across the social, natural, environmental, and computing and information sciences, and engineering to understand interactions among natural and built environments and social systems. 4

___________________

1 See https://www.nsf.gov/pubs/2020/nsf20579/nsf20579.htm .

2 See https://www.nsf.gov/pubs/2018/nsf18545/nsf18545.htm .

3 See https://www.nsf.gov/news/special_reports/big_ideas .

4 See https://www.nsf.gov/pubs/2020/nsf20514/nsf20514.htm .

Facilities and Infrastructure

NSF supports a considerable number of observing, experimental, and computational facilities and infrastructure projects that are important for Earth Systems Science. At the request of NSF, this report is concerned with major multiuser facilities and, at the discretion of the committee, smaller infrastructure projects. Design and construction of major facilities, with costs on the order of hundreds of millions of dollars, is typically funded through the agency-wide Major Research Equipment and Facilities Construction Account. For projects that fall below this cost but above what directorate-specific programs can fund internally, NSF established the mid-scale research infrastructure program as one of its Big Ideas. 5 This program considers proposals for infrastructure with costs between $6 million and $100 million. Major multiuser Earth systems facilities and mid-scale infrastructure are listed in Box 1.4 and are housed within the Geosciences Directorate, Biological Sciences Directorate, Directorate of Computer and Information Science and Engineering, and Engineering Directorate. The Directorate for Social, Behavioral and Economic Sciences and the Directorate for Mathematical and Physical Sciences do not currently support major Earth systems facilities and infrastructure.

Major facilities and infrastructure projects hosted by the Geosciences Directorate include the National Center for Atmospheric Research, which provides the atmospheric research community with computing resources and data services, and supports a community-developed global Earth systems model. The directorate also supports facilities for airborne, ocean, and Earth surface observations; seismic and geodetic instrumentation; and facilities and operational support in Arctic and Antarctic regions. The data collected using observing facilities in nearby and remote areas (e.g., Antarctica or the deep ocean) have led to a wide range of scientific discoveries. A classic example is the discovery and investigation of hydrothermal vent systems using the academic research fleet, underwater vehicles, scientific ocean drilling platforms, and, more recently, cabled arrays (see Box 1.5 ).

Facilities and infrastructure operated by the Biological Sciences Directorate focus on continental-scale experiments on ecological systems and on field stations that collect observations of terrestrial, freshwater, and marine ecosystems. The Computer and Information Science and Engineering Directorate provides computing infrastructure and a high-performance computing facility that is used for an array of science applications, including climate modeling. The Engineering Directorate provides

5 See https://www.nsf.gov/funding/pgm_summ.jsp?pims_id=505550 .

research infrastructure to the natural hazards engineering community and operates engineering research centers.

Computation and Data Science

General purpose computing—including high-performance computers, software infrastructure, and data science capabilities—is made available primarily through the Office of Advanced Cyberinfrastructure. Rather than funding computing centers with long lifespans, NSF funds general purpose computing through a variety of programs, which change over time. For example, Frontera, which is hosted at the Texas Advanced Computing Center, is the fastest high-performance computer at a U.S. university. Access to Frontera is provided by the Petascale Computing Resource Allocations program. Other high-performance computing is currently funded under the Innovative High-Performance Computing program. Access to these computing systems is supported by the Extreme Science and Engineering Discovery Environment project. 6 Access to public commercial cloud computing resources is provided through projects such as Cloudbank, which serves as an integrated service provider to the research community through a comprehensive set of user-facing and business operations functions. 7

Programs that support the software and algorithm requirements of science communities include the National Artificial Intelligence Research Institutes 8 and the Cyberinfrastructure for the Sustained Scientific Innovation program. 9 In addition, a number of programs support the data science integral to the hardware and software efforts mentioned above. An example for science communities seeking to advance their use of data science is Harnessing the Data Revolution: Institutes for Data-Intensive Research in Science and Engineering. 10

A few computer and data science programs are also offered by or in partnership with other directorates. Examples include EarthCube, 11 a partnership with the Geosciences Directorate that created a data-sharing environment to improve understanding and prediction of the Earth’s systems. The Geoinformatics program 12 supports the development, implementation, or operation of cyberinfrastructure for Earth surface

6 See https://www.xsede.org .

7 See https://www.cloudbank.org/index.php .

8 See https://www.nsf.gov/pubs/2020/nsf20604/nsf20604.htm .

9 See https://www.nsf.gov/pubs/2020/nsf20592/nsf20592.pdf .

10 See https://www.nsf.gov/pubs/2021/nsf21519/nsf21519.htm .

11 See https://www.nsf.gov/pubs/2021/nsf21515/nsf21515.htm .

12 See https://www.nsf.gov/pubs/2019/nsf19561/nsf19561.htm .

and interior science. CyVerse: Cyberinfrastructure for the Life Sciences 13 provides cyberinfrastructure and training for its use in the life sciences.

Education and Workforce Development

Education and workforce development at NSF encompasses discipline-based education research; faculty and teacher professional development programs; diversity, equity, and inclusion initiatives; teaching, learning, curriculum development, and evaluation at K–12, undergraduate, and graduate levels; informal learning (e.g., free choice learning and community education); and programmatic and institutional change initiatives. These programs are offered by the Division of Education and Human

13 See https://www.nsf.gov/funding/pgm_summ.jsp?pims_id=503368 .

Resources, the science directorates and divisions, and cross-directorate programs.

Education and Training .

Discipline-based education research is supported via programs such as the Directorate for Education and Human Resources (EHR) Core Research-Building Capacity for STEM Education Research, 14 which focuses on developing early career expertise and skills in qualitative and quantitative research methods and design to conduct research in science, technology, engineering, and mathematics (STEM) education. The Improving Undergraduate STEM Education program 15 is a foundation-wide investment in developing and adapting transformative approaches

14 See https://www.nsf.gov/pubs/2020/nsf20521/nsf20521.htm .

15 See https://www.nsf.gov/funding/pgm_summ.jsp?pims_id=505082 .

to STEM teaching and learning at the undergraduate level. This program builds on several predecessor programs (Course, Curriculum, and Laboratory Improvement; Transforming Undergraduate Education in Science) and has supported work in curriculum, instruction, assessment via scholarship on teaching and learning and hypothesis development, and testing via discipline-based education research.

The Research Experiences for Undergraduates program 16 is an example of NSF’s long-standing foundation-wide investment in workforce development at the undergraduate level. Recent emphasis in the program has been placed on increasing participation of students from historically underrepresented groups (e.g., women, people of color, persons with disabilities) and 2-year college students in research, which is one path to growing a more diverse and inclusive Earth Systems Science workforce.

An example of an NSF program that lies at the intersection of workforce development, STEM, and education is the Graduate STEM Fellows

16 See https://www.nsf.gov/funding/pgm_summ.jsp?pims_id=5517 .

in K–12 Education program. 17 This program provides funding for graduate students in STEM disciplines to bring their research practice and findings into K–12 learning settings. Through collaborations with other graduate fellows and faculty in STEM disciplines, teachers and students in K–12 environments, community partners, and graduate students can gain a deeper understanding of their own research and place it within a societal and global context.

Finally, several NSF programs seek to develop a STEM workforce that will create and capitalize on science and technology innovations. For example, Accelerating Discovery: Educating the Future STEM Workforce 18 seeks to develop professionals with the knowledge, skills, and abilities to collaborate across disciplines to advance the 10 Big Ideas for Future NSF investments. The Faculty Early Career Development Program 19 is aimed

17 See https://www.nsf.gov/pubs/2008/nsf08556/nsf08556.htm .

18 See https://www.nsf.gov/funding/pgm_summ.jsp?pims_id=505552 .

19 See https://www.nsf.gov/pubs/2020/nsf20525/nsf20525.htm .

at developing leaders and integrated research and education activities. An objective is to foster opportunities where scientific discovery can both stimulate and enhance learning and also disseminate and communicate knowledge to a broader audience. Training-based Workforce Development for Advanced Cyberinfrastructure 20 is intended to nurture the research workforce essential for creating, using, and supporting advanced cyberinfrastructure. The Science of Broadening Participation program 21 uses social, behavioral, economic, and learning sciences to better understand enhancements and barriers to expanding participation in education and the workforce.

Diversity, Equity, and Inclusion .

A number of NSF programs are aimed at increasing diversity, equity, and inclusion in science via different pathways. For example, the Directorate for Geosciences (GEO) Opportunities for Leadership in Diversity program 22 seeks to achieve more systemic diversity by creating a network of diversity and inclusion “champions” who can implement evidence-based best practices and resources into their work. This program provides leaders with professional development opportunities to acquire skills and competencies for effective diversity leadership. The ADVANCE (The Organizational Change for Gender Equity in STEM Academic Professions) program 23 supports evidence-based practices to increase faculty gender equity, with more recent attention on intersectionality.

NSF also invests in cultural change and broadening participation of underrepresented and underserved groups through collaboration. An example is Inclusion across the Nation of Communities of Learners of Underrepresented Discoverers in Engineering and Science, 24 which is aimed at working toward cultural, systemic change and developing a STEM workforce that reflects the demographics of the nation. The program is built around a collaborative infrastructure that enables the community to develop a shared vision, partnerships, goals and metrics, leadership, and communication, and creates a plan for sustainability and scalability.

Finally, Sustainable Regional Systems Research Networks 25 seek to incorporate diversity and education into science and to foster convergent research in regional systems science, engineering, and education

20 See https://www.nsf.gov/pubs/2019/nsf19524/nsf19524.htm .

21 See https://www.nsf.gov/funding/pgm_summ.jsp?pims_id=505235 .

22 See https://www.nsf.gov/pubs/2016/nsf16516/nsf16516.htm .

23 See https://www.nsf.gov/funding/pgm_summ.jsp?pims_id=5383 .

24 See https://www.nsf.gov/pubs/2020/nsf20569/nsf20569.htm .

25 See https://www.nsf.gov/pubs/2020/nsf20611/nsf20611.htm .

to enhance the sustainability of these systems. 26 The research networks must also include a vision for nurturing a culture of inclusion that results in stronger partnerships, collaborations, and educational pathways for diverse students with a range of STEM backgrounds.

1.3 ORGANIZATION OF THE REPORT

This report lays out a vision for a robust, integrated approach for the next generation of Earth Systems Science at NSF, and identifies NSF facilities, infrastructure, coordinating mechanisms, computing, and workforce development to support that vision. Chapter 2 describes systems thinking approaches to studying the Earth’s systems and presents a vision for next generation Earth Systems Science. Chapter 3 summarizes key characteristics of a robust approach for realizing that vision. Chapter 4 focuses on implementation, including opportunities and barriers in research, computing and observing facilities, and workforce development, as well as recommendations for achieving the vision for next generation Earth Systems Science. The report concludes with a summary of the types of community input to the study ( Appendix A ), biographical sketches of the committee members ( Appendix B ), and a list of acronyms and abbreviations ( Appendix C ).

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26 As noted in the program solicitation, “The United States is made up of regional systems comprising interdependent urban and rural systems and every community category between urban and rural. Urban systems are dependent on rural systems for the provisioning of food, energy, water, and other materials and natural resources, while rural systems are dependent on urban systems for markets, manufactured goods, and medical resources. These systems are also connected by ecological processes that both influence and are influenced by human behavior. The vital interconnection of urban-rural systems underscores the critical need for the advancement of sustainable regional systems (SRS).”

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__________________

The National Science Foundation (NSF) has played a key role over the past several decades in advancing understanding of Earth's systems by funding research on atmospheric, ocean, hydrologic, geologic, polar, ecosystem, social, and engineering-related processes. Today, however, those systems are being driven like never before by human technologies and activities. Our understanding has struggled to keep pace with the rapidity and magnitude of human-driven changes, their impacts on human and ecosystem sustainability and resilience, and the effectiveness of different pathways to address those challenges.

Given the urgency of understanding human-driven changes, NSF will need to sustain and expand its efforts to achieve greater impact. The time is ripe to create a next-generation Earth systems science initiative that emphasizes research on complex interconnections and feedbacks between natural and social processes. This will require NSF to place an increased emphasis on research inspired by real-world problems while maintaining their strong legacy of curiosity driven research across many disciplines – as well as enhance the participation of social, engineering, and data scientists, and strengthen efforts to include diverse perspectives in research.

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• Published: 13 January 2020

The emergence and evolution of Earth System Science

• Will Steffen   ORCID: orcid.org/0000-0003-1163-6736 1 , 2 ,
• Katherine Richardson 3 ,
• Johan Rockström 2 , 4 ,
• Hans Joachim Schellnhuber 4 ,
• Opha Pauline Dube 5 ,
• Sébastien Dutreuil 6 ,
• Timothy M. Lenton 7 &
• Jane Lubchenco 8  

Nature Reviews Earth & Environment volume  1 ,  pages 54–63 ( 2020 ) Cite this article

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An Author Correction to this article was published on 03 September 2020

This article has been updated

Earth System Science (ESS) is a rapidly emerging transdisciplinary endeavour aimed at understanding the structure and functioning of the Earth as a complex, adaptive system. Here, we discuss the emergence and evolution of ESS, outlining the importance of these developments in advancing our understanding of global change. Inspired by early work on biosphere–geosphere interactions and by novel perspectives such as the Gaia hypothesis, ESS emerged in the 1980s following demands for a new ‘science of the Earth’. The International Geosphere-Biosphere Programme soon followed, leading to an unprecedented level of international commitment and disciplinary integration. ESS has produced new concepts and frameworks central to the global-change discourse, including the Anthropocene, tipping elements and planetary boundaries. Moving forward, the grand challenge for ESS is to achieve a deep integration of biophysical processes and human dynamics to build a truly unified understanding of the Earth System.

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Acknowledgements

JR was supported for this work by the European Research Council under the European Union’s Horizon 2020 research and innovation programme (Earth Resilience in the Anthropocene, grant no. ERC-2016-ADG 743080).

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Steffen, W., Richardson, K., Rockström, J. et al. The emergence and evolution of Earth System Science. Nat Rev Earth Environ 1 , 54–63 (2020). https://doi.org/10.1038/s43017-019-0005-6

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Processes operating in the Earth system take place on spatial scales varying from fractions of millimeters to thousands of kilometers, and on time scales that range from milliseconds to billions of years.

• Examples of instantaneous - breathing; rotation of the Earth; earthquake
• Examples of long term - making coal; plate tectonics

The Earth system is characterized by numerous overlapping cycles in which matter is recycled over and over again. Cycles involve multiple spheres and systems interactions.

Examples of cycles: day and night; rock cycle; seasons

The Earth system is powered by energy from two major sources: the Sun and the planet's internal heat.

Humans and the Earth System

People are part of the Earth system and they impact and are impacted by its materials and processes.

Brainstorming Activity

Can you think of some examples of interactions between two or more spheres?

Return to: Creating an Earth System I | Dynamic Earth Homepage | UCMP Homepege

Earth as a System

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This short video uses animated imagery from satellite remote sensing systems to illustrate that Earth is a complex, evolving body characterized by ceaseless change. Adapted from NASA, this visualization helps explain why understanding Earth as an integrated system of components and processes is essential to science education.

Notes from our reviewers

The CLEAN collection is hand-picked and rigorously reviewed for scientific accuracy and classroom effectiveness. Read what our review team had to say about this resource below or learn more about how CLEAN reviews teaching materials .

• Teaching Tips Packed with information in a short period of time, it offers a "big picture" overview that will require "unpacking". This video could offer a good introduction to a climate change or an Earth System science unit. Audio is necessary to explain what you are seeing. Closed-caption available. Background info and discussion points are on the website.
• About the Science This video offers a general overview of the complexities of the Earth System including climate; some details, such as the role of subduction and volcanism to the long term carbon cycle, are not included. Connections to human impacts on climate are embedded in the video. Comments from expert scientist: Highlights the interactive nature of Earth's systems, eg. the role the oceans play in weather. Mentions that Earth's atmosphere is affected by heat stored in Earth's oceans, and then goes on to discuss sea surface temperatures (SSTs) only. It should be made clearer that temperatures below the surface, and deeper currents, also play a role in the redistribution of heat around the planet, and subsequently weather systems.
• About the Pedagogy A high-level but accessible overview that offers specific connections to many topics ripe for later discussion or investigation by learners.
• Technical Details/Ease of Use High-production-value video. Shows representations of actual datasets. A background essay and discussion questions are provided for teachers.

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Essay on Earth

After getting tired from work, the place where we go and relax is our home. Home is not only a physical space it is a place where we get comfortable. Apart from our brick and stone houses the global house that gives shed to every living thing is our Mother Earth. We think that we cannot live without food or without sleep but do we live without Earth? Not only home, Earth provides us with all the necessity to survive. To know more about this planet and its importance, let us discuss Earth in detail.

Earth Essay in English

Here, we are presenting long and short essays on Earth in English for students under word limits of 100 – 150 Words, 200 – 250 words, and 500 – 600 words. This topic is useful for students of classes 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, and 12 in English. These provided essays will also be helpful for students preparing for different competitive exams.

10 Lines Essay on Earth (100 – 120 Words)

1) Planet Earth is positioned third from the Sun in solar system.

2) The only known planet to support life in solar system is Earth.

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5) The shape of Earth is sphere.

6) The core, crust, and mantle are the three layers of Earth.

7) About 71% of Earth’s surface is covered by water.

8) It takes 24 hours for the Earth to complete one rotation on its axis.

9) The Earth takes about 365.25 days to orbit the Sun.

10) We should protect our Earth to live a healthy life on it.

Essay on Earth (250 – 300 Words)

Introduction

Earth is said to be the fifth largest planet in our solar system. It is the only planet which is capable of supporting life. According to scientists, Earth was created many millions of years ago. With its vast and diverse ecosystems, Earth is a unique and beautiful planet that has been home to a wide array of species for billions of years.

Earth: Supporting Lives

Earth is a planet like no other, uniquely capable of supporting a vast array of life forms. On Earth, the conditions necessary for life are provided by elements such as air, water, and land. Our planet’s atmosphere works as a protective shield, keeping the exact balance of gases required for breathing. The planet Earth is inhabited not just by humans but also by millions of other plant and animal species.

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There are three main layers of the Earth. The topmost or the outer layer is the crust made up of minerals and rocks. The mantle is made up of solid rock that is hot and full of iron and magnesium. Lastly, the Earth’s core is at its heart. This layered structure keeps the Earth stable and helps natural processes like plate tectonics and volcanic activity happen.

The Earth is a unique and amazing planet that has all the right conditions for life to grow. But as we all know that life is not possible on any of the other planet, it is our duty to conserve Earth. We should take proper steps to ensure a sustainable future for ourselves and the coming generations.

Long Essay on Earth (500 Words)

Earth is the ultimate mother, nurturing and supporting all life on this planet. Just like a mother provides nourishment to her children, the Earth provides the resources and conditions necessary for life. It offers us food, water, and shelter, just as a mother does. Just as a mother sacrifices her own needs for the well-being of her children, the Earth has endured countless changes and challenges to ensure the survival of the diverse species that call it home.

A Look at Mother Earth

The term ‘Earth’ originated from the Germanic word meaning “the ground,” and millions of years ago, it was formed in a corner of the Milky Way galaxy. Our home planet, Earth, is the fifth largest of all the planets in the solar system. It is located in the third position from the Sun. The earth makes a full rotation around the sun in the course of 364 days and 6 hours. In 24 hours, the planet rotates on its axis just as it does in revolution. Approximately 70% of the Earth’s surface is covered by water, which encompasses oceans, rivers, and seas, among others. The Earth consists of three layers – the core, mantle, and crust – with the outermost layer being the one we inhabit, composed of rocks.

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Among the planets in our Solar System, Earth is unique in its ability to sustain life. It’s ideal positioning relative to the Sun, neith er too close nor too far, along with the presence of essential elements, has allowed for the formation of landforms and bodies of water. The atmosphere works as a shield, blocks harmful radiation from the sun, and keeps temperatures stable. Consequently, life on Earth has thrived, with water bodies housing aquatic creatures like fish, whales, and seahorses, while landforms provide habitats for plants, animals, and insects.

Human Impact on Earth’s Environment

Human activities have had a damaging impact on the Earth, disrupting the natural balance with nature. Overexploitation of resources has negatively affected the planet and its inhabitants. Unfortunately, human activities, such as pollution and environmental damage, are causing rapid harm to the Earth, posing a threat to our own survival. From the burning of fossil fuels to deforestation and industrialization, humans have significantly altered the Earth’s ecosystems. Moreover, the extinction of animals and birds and the degradation of our surroundings suggest that we are heading towards a bleak future. To ensure the survival of humanity, it is crucial to protect and care for the Earth.

It has always been our duty to safeguard the planet we inhabit, but rather than fulfilling our responsibilities, we often act selfishly, contributing to the pollution of our environment. It is crucial for us to collaborate in efforts to plant more trees and reduce the use of plastic. All living organisms rely on the Earth for their existence, so we should use the resources provided by nature responsibly. Additionally, we must limit our reliance on non-renewable resources to provide a better planet for the generations to come.

I hope the above provided essay on earth will be helpful in understanding the Earth and its importance.

FAQs: Frequently Asked Questions on Earth

Ans. Earth is called a Blue Planet due to the presence of about 71% water in it.

Ans. Every year 22 April is celebrated as the Earth Day.

Ans. Earth is about 4.54 billion years old.

Ans. Earth is referred to as mother Earth because just like a mother, Earth gives us life and everything to survive.

Ans. It is expected that Earth will survive more four billions years from now.

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Conserving Earth

Earth’s natural resources include air, water, soil, minerals, plants, and animals. Conservation is the practice of caring for these resources so all living things can benefit from them now and in the future.

Biology, Ecology, Earth Science, Geography, Geology, Conservation

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Earth ’s natural resources include air , water , soil , minerals , fuels , plants, and animals. Conservation is the practice of caring for these resources so all living things can benefit from them now and in the future. All the things we need to survive , such as food , water, air, and shelter , come from natural resources. Some of these resources, like small plants, can be replaced quickly after they are used. Others, like large trees, take a long time to replace. These are renewable resources . Other resources, such as fossil fuels , cannot be replaced at all. Once they are used up, they are gone f orever . These are nonrenewable resources . People often waste natural resources. Animals are overhunted . Forests are cleared, exposing land to wind and water damage. Fertile soil is exhausted and lost to erosion because of poor farming practices. Fuel supplies are depleted . Water and air are polluted . If resources are carelessly managed, many will be used up. If used wisely and efficiently , however, renewable resources will last much longer. Through conservation, people can reduce waste and manage natural resources wisely. The population of human beings has grown enormously in the past two centuries. Billions of people use up resources quickly as they eat food, build houses, produce goods, and burn fuel for transportation and electricity . The continuation of life as we know it depends on the careful use of natural resources. The need to conserve resources often conflicts with other needs. For some people, a wooded area may be a good place to put a farm. A timber company may want to harvest the area’s trees for construction materials. A business may want to build a factory or shopping mall on the land. All these needs are valid, but sometimes the plants and animals that live in the area are forgotten. The benefits of development need to be weighed against the harm to animals that may be forced to find new habitats , the depletion of resources we may want in the future (such as water or timber), or damage to resources we use today. Development and conservation can coexist in harmony. When we use the environment in ways that ensure we have resources for the future, it is called sustainable development . There are many different resources we need to conserve in order to live sustainably. Forests A forest is a large area covered with trees grouped so their foliage shades the ground. Every continent except Antarctica has forests, from the evergreen -filled boreal forests of the north to mangrove forests in tropical wetlands . Forests are home to more than two-thirds of all known land species . Tropical rainforests are especially rich in biodiversity . Forests provide habitats for animals and plants. They store carbon , helping reduce global warming . They protect soil by reducing runoff . They add nutrients to the soil through leaf litter . They provide people with lumber and firewood. Deforestation is the process of clearing away forests by cutting them down or burning them. People clear forests to use the wood, or to make way for farming or development. Each year, Earth loses about 14.6 million hectares (36 million acres) of forest to deforestation—an area about the size of the U.S. state of New York. Deforestation destroys wildlife habitats and increases soil erosion. It also releases greenhouse gases into the atmosphere , contributing to global warming. Deforestation accounts for 15 percent of the world’s greenhouse gas emissions. Deforestation also harms the people who rely on forests for their survival, hunting and gathering, harvesting forest products, or using the timber for firewood. About half of all the forests on Earth are in the tropics —an area that circles the globe near the Equator . Although tropical forests cover fewer than 6 percent of the world’s land area, they are home to about 80 percent of the world’s documented species. For example, more than 500 different species of trees live in the forests on the small U.S. island of Puerto Rico in the Caribbean Sea. Tropical forests give us many valuable products, including woods like mahogany and teak , rubber , fruits, nuts, and flowers. Many of the medicines we use today come from plants found only in tropical rainforests. These include quinine , a malaria drug; curare , an anesthetic used in surgery; and rosy periwinkle , which is used to treat certain types of cancer . Sustainable forestry practices are critical for ensuring we have these resources well into the future. One of these practices is leaving some trees to die and decay naturally in the forest. This “ deadwood ” builds up soil. Other sustainable forestry methods include using low-impact logging practices, harvesting with natural regeneration in mind, and avoiding certain logging techniques , such as removing all the high-value trees or all the largest trees from a forest. Trees can also be conserved if consumers recycle . People in China and Mexico, for example, reuse much of their wastepaper, including writing paper, wrapping paper, and cardboard. If half the world’s paper were recycled, much of the worldwide demand for new paper would be fulfilled, saving many of Earth’s trees. We can also replace some wood products with alternatives like bamboo , which is actually a type of grass. Soil Soil is vital to food production. We need high-quality soil to grow the crops that we eat and feed to livestock . Soil is also important to plants that grow in the wild. Many other types of conservation efforts, such as plant conservation and animal conservation, depend on soil conservation. Poor farming methods, such as repeatedly planting the same crop in the same place, called monoculture , deplete nutrients in the soil. Soil erosion by water and wind increases when farmers plow up and down hills. One soil conservation method is called contour strip cropping . Several crops, such as corn, wheat, and clover , are planted in alternating strips across a slope or across the path of the prevailing wind . Different crops, with different root systems and leaves, help slow erosion.

Harvesting all the trees from a large area, a practice called clearcutting , increases the chances of losing productive topsoil to wind and water erosion. Selective harvesting —the practice of removing individual trees or small groups of trees—leaves other trees standing to anchor the soil. Biodiversity Biodiversity is the variety of living things that populate Earth. The products and benefits we get from nature rely on biodiversity. We need a rich mixture of living things to provide foods, building materials, and medicines, as well as to maintain a clean and healthy landscape . When a species becomes extinct , it is lost to the world forever. Scientists estimate that the current rate of extinction is 1,000 times the natural rate. Through hunting, pollution , habitat destruction, and contribution to global warming, people are speeding up the loss of biodiversity at an alarming rate. It’s hard to know how many species are going extinct because the total number of species is unknown. Scientists discover thousands of new species every year. For example, after looking at just 19 trees in Panama, scientists found 1,200 different species of beetles—80 percent of them unknown to science at the time. Based on various estimates of the number of species on Earth, we could be losing anywhere from 200 to 100,000 species each year. We need to protect biodiversity to ensure we have plentiful and varied food sources. This is true even if we don’t eat a species threatened with extinction because something we do eat may depend on that species for survival. Some predators are useful for keeping the populations of other animals at manageable levels. The extinction of a major predator might mean there are more herbivores looking for food in people’s gardens and farms. Biodiversity is important for more than just food. For instance, we use between 50,000 to 70,000 plant species for medicines worldwide. The Great Barrier Reef , a coral reef off the coast of northeastern Australia, contributes about $6 billion to the nation’s economy through commercial fishing , tourism , and other recreational activities. If the coral reef dies, many of the fish, shellfish , marine mammals , and plants will die, too. Some governments have established parks and preserves to protect wildlife and their habitats. They are also working to abolish hunting and fishing practices that may cause the extinction of some species. Fossil Fuels Fossil fuels are fuels produced from the remains of ancient plants and animals. They include coal , petroleum (oil), and natural gas . People rely on fossil fuels to power vehicles like cars and airplanes, to produce electricity, and to cook and provide heat. In addition, many of the products we use today are made from petroleum. These include plastics , synthetic rubber, fabrics like nylon , medicines, cosmetics , waxes, cleaning products, medical devices, and even bubblegum.

Fossil fuels formed over millions of years. Once we use them up, we cannot replace them. Fossil fuels are a nonrenewable resource. We need to conserve fossil fuels so we don’t run out. However, there are other good reasons to limit our fossil fuel use. These fuels pollute the air when they are burned. Burning fossil fuels also releases carbon dioxide into the atmosphere, contributing to global warming. Global warming is changing ecosystems . The oceans are becoming warmer and more acidic , which threatens sea life. Sea levels are rising, posing risks to coastal communities. Many areas are experiencing more droughts , while others suffer from flooding . Scientists are exploring alternatives to fossil fuels. They are trying to produce renewable biofuels to power cars and trucks. They are looking to produce electricity using the sun, wind, water, and geothermal energy — Earth’s natural heat. Everyone can help conserve fossil fuels by using them carefully. Turn off lights and other electronics when you are not using them. Purchase energy-efficient appliances and weatherproof your home. Walk, ride a bike, carpool , and use public transportation whenever possible. Minerals Earth’s supply of raw mineral resources is in danger. Many mineral deposits that have been located and mapped have been depleted. As the ores for minerals like aluminum and iron become harder to find and extract , their prices skyrocket . This makes tools and machinery more expensive to purchase and operate. Many mining methods, such as mountaintop removal mining (MTR) , devastate the environment. They destroy soil, plants, and animal habitats. Many mining methods also pollute water and air, as toxic chemicals leak into the surrounding ecosystem. Conservation efforts in areas like Chile and the Appalachian Mountains in the eastern United States often promote more sustainable mining methods. Less wasteful mining methods and the recycling of materials will help conserve mineral resources. In Japan, for example, car manufacturers recycle many raw materials used in making automobiles. In the United States, nearly one-third of the iron produced comes from recycled automobiles. Electronic devices present a big problem for conservation because technology changes so quickly. For example, consumers typically replace their cell phones every 18 months. Computers, televisions, and mp3 players are other products contributing to “ e-waste .” The U.S. Environmental Protection Agency (EPA) estimates that Americans generated more than three million tons of e-waste in 2007. Electronic products contain minerals as well as petroleum-based plastics. Many of them also contain hazardous materials that can leach out of landfills into the soil and water supply. Many governments are passing laws requiring manufacturers to recycle used electronics. Recycling not only keeps materials out of landfills, but it also reduces the energy used to produce new products. For instance, recycling aluminum saves 90 percent of the energy that would be required to mine new aluminum.

Water Water is a renewable resource. We will not run out of water the way we might run out of fossil fuels. The amount of water on Earth always remains the same. However, most of the planet’s water is unavailable for human use. While more than 70 percent of Earth’s surface is covered by water, only 2.5 percent of it is freshwater . Out of that freshwater, almost 70 percent is permanently frozen in the ice caps covering Antarctica and Greenland. Only about 1 percent of the freshwater on Earth is available for people to use for drinking, bathing, and irrigating crops. People in many regions of the world suffer water shortages . These are caused by depletion of underground water sources known as aquifers , a lack of rainfall due to drought, or pollution of water supplies. The World Health Organization (WHO) estimates that 2.6 billion people lack adequate water sanitation . More than five million people die each year from diseases caused by using polluted water for drinking, cooking, or washing. About one-third of Earth’s population lives in areas that are experiencing water stress . Most of these areas are in developing countries. Polluted water hurts the environment as well as people. For instance, agricultural runoff—the water that runs off of farmland—can contain fertilizers and pesticides . When this water gets into streams , rivers , and oceans, it can harm the organisms that live in or drink from those water sources. People can conserve and protect water supplies in many ways. Individuals can limit water use by fixing leaky faucets, taking shorter showers, planting drought-resistant plants, and buying low-water-use appliances. Governments, businesses, and nonprofit organizations can help developing countries build sanitation facilities. Farmers can change some of their practices to reduce polluted runoff. This includes limiting overgrazing , avoiding over-irrigation, and using alternatives to chemical pesticides whenever possible. Conservation Groups Businesses, international organizations , and some governments are involved in conservation efforts. The United Nations (UN) encourages the creation of national parks around the world. The UN also established World Water Day, an event to raise awareness and promote water conservation. Governments enact laws defining how land should be used and which areas should be set aside as parks and wildlife preserves. Governments also enforce laws designed to protect the environment from pollution, such as requiring factories to install pollution-control devices. Finally, governments often provide incentives for conserving resources, using clean technologies, and recycling used goods. Many international organizations are dedicated to conservation. Members support causes such as saving rain forests, protecting threatened animals, and cleaning up the air. The International Union for the Conservation of Nature (IUCN) is an alliance of governments and private groups founded in 1948. The IUCN works to protect wildlife and habitats. In 1980, the group proposed a world conservation strategy . Many governments have used the IUCN model to develop their own conservation plans. In addition, the IUCN monitors the status of endangered wildlife, threatened national parks and preserves, and other environments around the world. Zoos and botanical gardens also work to protect wildlife. Many zoos raise and breed endangered animals to increase their populations. They conduct research and help educate the public about endangered species . For instance, the San Diego Zoo in the U.S. state of California runs a variety of research programs on topics ranging from disease control in amphibians to heart-healthy diets for gorillas. Scientists at the Royal Botanic Gardens, Kew, in London, England, work to protect plant life around the world. Kew’s Millennium Seed Bank , for example, works with partners in 54 countries to protect biodiversity through seed collection. Kew researchers are also exploring how DNA technology can help restore damaged habitats. Individuals can do many things to help conserve resources. Turning off lights, repairing leaky faucets, and recycling paper, aluminum cans, glass, and plastic are just a few examples. Riding bikes, walking, carpooling, and using public transportation all help conserve fuel and reduce the amount of pollutants released into the environment. Individuals can plant trees to create homes for birds and squirrels. At grocery stores, people can bring their own reusable bags. And people can carry reusable water bottles and coffee mugs rather than using disposable containers. If each of us would conserve in small ways, the result would be a major conservation effort.

Tree Huggers The Chipko Movement, which is dedicated to saving trees, was started by villagers in Uttar Pradesh, India. Chipko means hold fast or embrace. The villagers flung their arms around trees to keep loggers from cutting them down. The villagers won, and Uttar Pradesh banned the felling of trees in the Himalayan foothills. The movement has since expanded to other parts of India.

Thirsty Food People require about 2 to 4 liters of drinking water each day. However, a day's worth of food requires 2,000 to 5,000 liters of water to produce. It takes more water to produce meat than to produce plant-based foods.

Tiger, Tiger Tigers are dangerous animals, but they have more to fear from us than we have to fear from them. Today there are only about 3,200 tigers living in the wild. Three tiger subspecies the Bali, Caspian, and Javan tigers have gone extinct in the past century. Many organizations are working hard to protect the remaining tigers from illegal hunting and habitat loss.

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16.3. Earth-System Change – Review Questions

• What are the main “spheres” of the climate system? Describe each, and how they interact with one another.
• Draw a diagram to illustrate the spheres (geosphere, biosphere, hydrosphere/cryosphere, lithosphere) and how they interact with one another.

• What are greenhouse gases and what influence do they have on climate? What are the most important greenhouse gases?
• What is the greenhouse effect?
• What is albedo? How does it differ between ice and rocky surfaces on the crust? How does that affect climate?
• How can volcanoes influence climate?
• How does the biosphere influence climate?
• How does the level of CO 2 in the atmosphere currently compare to the levels of CO 2 over the past 400,000 years?
• What are some examples of forms of carbon found in the atmosphere, hydrosphere, lithosphere, biosphere?
• What are two examples of positive and negative climate feedback, and give examples of each.
• Why are climate models challenging to create? What are some limitations of climate models? What have climate models told us about what is coming in terms of climate change in the future?
• What are some examples of short-term climate changes? Long-term climate changes? Describe the changes in the various climate system “spheres” that occur in association with these changes.
• What are some major sources of CO 2 emissions? Think about all the things you see and do in a day; what things emit, or have emitted, CO 2 that you interact with daily. What things could you do to decrease your CO 2 emissions?
• Which industrial sectors are the largest sources of greenhouse gas emissions? How could we decrease the amount of greenhouse gases emitted by these sectors?
• How has the amount of sea ice changed over the past 40 years? How does the amount of sea ice relate to changes in ocean water temperature?

Extra review questions that may be covered in lecture (depending on your professor) that are not completely covered in the the textbook readings:

• What are some examples of gradients that are important in climate systems? In the ocean? In the atmosphere?
• Describe the two layers of the atmosphere that are nearest the surface of the Earth (it may help to draw a cross-section diagram). What gases are found in these layers? What kinds of air patterns are observed in these layers?
• Why is the sky blue?
• Draw a diagram showing the hydrosphere, with arrows to show the movement of water through the hydrosphere.
• Describe several reservoirs where freshwater and saline water are found in the Earth’s climate system.
• Describe seasonal interactions that occur between the cryosphere and the hydrosphere.
• Describe how topography, specifically mountains, can influence climate systems?
• What is the difference between isostacy and eustacy?
• Describe how global annual average temperatures have changed over the past 150 years using the “hockey stick” diagram. Draw a sketch of the diagram (don’t forget to label the x and y axes!).
• How is the pattern in the hockey stick diagram over the past 150 years different than other times with high global annual average temperatures over the course of the Holocene epoch?
• Over the past 10 years, which countries/regions have had the largest CO 2 emissions?
• How are increasing CO 2 concentrations in the atmosphere influencing ocean pH?
• What are some of the potential implications for life in the ocean if the CO 2 concentration continues to rise?

Physical Geology Workbook Copyright © 2019 by Joyce M. McBeth is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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