What is the dominant factor in soil formation? What are the required outcomes regarding the Biosphere in the 10th-grade Geography curriculum in Vietnam?
What is the dominant factor in soil formation?
Soil is an extremely important resource for life on Earth, formed by the long-term impact of many natural and biological factors. Below is a suggested answer to the question, "What is the dominant factor in soil formation?"
| Organisms are the dominant factor in the soil formation process. The role of organisms is represented through their direct and indirect activities in this process: 1. Plants - Supply of organic matter: Leaves, stems, branches, roots, and other parts of plants, after they die, become an important source of organic matter, providing nutrients to the soil. - Destruction of parent rock: Plant roots grow and penetrate the cracks of rocks, creating mechanical pressure that destroys the parent rock, contributing to the formation of a new soil layer. - Environmental regulation: Plants help retain moisture and adjust soil surface temperature, creating favorable conditions for the development of other soil organisms. 2. Microorganisms - Decomposition of organic matter: Microorganisms play an important role in decomposing complex organic compounds from plant and animal remains, turning them into simple nutrients easily absorbed by crops. - Humus synthesis: Microorganisms also aggregate organic substances from the remains of organisms into humus—a crucial component of soil, making the soil more fertile and stable. - Nitrogen fixation process: Some bacteria that fix nitrogen (such as Rhizobium) help increase the nitrogen content in the soil, playing a significant role in soil nutrition. 3. Soil-dwelling animals - Create porosity: Animals such as earthworms, ants, termites, etc., contribute to loosening the soil through their burrowing activities and creating voids in the soil. - Decomposition of organic matter: Some animals in the soil consume plant and animal remains, decomposing them into simple organic compounds. - Alteration of soil properties: The activities of animals in the soil also change the soil's mechanical and chemical properties, improving ventilation and water retention. Conclusion Organisms play a dominant role in soil formation by providing and decomposing organic matter, destroying parent rock, aggregating humus, and improving the mechanical properties of soil. The combination of the actions of plants, microorganisms, and soil-dwelling animals is a core factor that makes the soil a fertile environment, suitable for ecosystem development. |
Note: The content regarding the dominant factor in soil formation is for reference only.
What is the dominant factor in soil formation? What are the required outcomes regarding the Biosphere in the 10th-grade Geography curriculum in Vietnam? (Image from the Internet)
What are the required outcomes regarding the Biosphere in the 10th-grade Geography curriculum in Vietnam?
According to Section 5 of the General Education Program for Geography issued together with Circular 32/2018/TT-BGDDT, the required outcomes regarding the Biosphere in the 10th-grade Geography curriculum in Vietnam are as follows:
- Be able to present the concept of soil; differentiate between the weathering layer and soil.
- Be able to present the factors in soil formation; and relate them to local realities.
- Be able to present the concept of the biosphere; analyze the features and limits of the biosphere, the factors affecting the development and distribution of organisms; and relate to local realities.
- Be able to analyze diagrams, drawings, and maps showing the distribution of soil groups and organisms globally.
What are the skills required for 10th-grade students in Vietnam regarding geographical inquiry?
According to Section 4 of the General Education Program for Geography issued together with Circular 32/2018/TT-BGDDT, the skills required for 10th-grade students in Vietnam regarding geographical inquiry are as follows:
(1) Use of geographical tools
Search for, and filter suitable information from documents relevant to the subject and research theme; use geographical images to describe geographical phenomena and processes; compile image collections (both paper-based and digital).
- Be able to read maps to extract necessary information and knowledge; exploit supplementary information channels (charts, photographs, etc.) from maps, and geographical atlas; read topographic cross-sections; use some common maps in real life.
- Perform some simple calculations (such as calculating GDP per capita, economic growth rate, etc.); analyze and comment on statistical tables; build statistical tables with structures suitable for analyzing ideas; draw some types of charts showing dynamics, structure, scale, etc., of geographical objects from given data.
- Comment on and explain charts; read and understand geographical diagrams and models.
(2) Organizing field learning
- Develop a plan for field learning; use necessary skills to collect primary materials in the field: observe, monitor, take field photographs, interview, draw sketches, diagrams, etc., and present the information collected from the field.
(3) Exploiting the Internet for academic purposes
- Search, collect, filter, and systematize necessary geographical information from websites; evaluate and use the information in academic and practical contexts.
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