Science 7
Unit 1
Interactions Within ecosystems
1.01 Identify questions related to a local ecosystem such as “What types of species live in a particular
ecosystem?” (208-2, 208-3)
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arctic- Animals include moose, caribou, lynx, red fox, pine marten, and mink. Common
trees include balsam, fir, spruce, and mountain ash.
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Pond- Habitats in these ecosystems include organisms such as lake whitefish,
sticklebacks, beavers, muskrats, ducks and geese. Frogs, insects, snails and other
animals make their home in the water. Willows and tamarack grow only where there is
poor drainage and there is plenty of water in the ground.
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forest- Common trees include balsam, fir, spruce, and mountain ash. Animals include
moose, caribou, lynx, red fox, pine marten, and mink.
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oceans- Large animals such as whales, seals and cod swim in the water. Jellyfish,
microscopic plants and the eggs of the young simply drift with the flow of the water.
1.02 Describe an ecosystem as a group of interacting living and nonliving things.
An ecosystem is all of the living and non-living things in a particular area.
 Contains living (biotic) and non-living (abiotic) elements
 Can include a rock or rotting log for examples.
1.03 Identify examples of ecosystems within Newfoundland and Labrador. Include:
(i) ocean- Coastlines and Oceans
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coastline is exposed to air as the tide moves out
organisms such as barnacles, mussels, star fish and rock crabs
most of the organisms are able to attach themselves to solid rock surfaces to avoid
being washed away into the sea
Labrador current flows southward along the east coast of Canada
Local climate is effected by the current.
Organisms are able to adapt to the cold temperatures.
Salt content is also a factor that effects the organisms.
Large animals such as whales, seals and cod swim in the water.
Jellyfish, microscopic plants and the eggs of the young simply drift with the flow of the
water.
Sun penetrates a maximum of 100-200m.
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Below this level plants cannot survive.
Other bacteria and animals can thrive in these conditions.
(ii) forest- Cover much of this province.
 Summers are cool and winters are wet.
 Common trees include balsam, fir, spruce, and mountain ash.
 Animals include moose, caribou, lynx, red fox, pine marten, and mink.
 Poorly drained areas develop into bogs and marshes.
 Build-up of dead plant matter produces peat.
 Heavy precipitation in the southern Avalon Peninsula of Newfoundland has created
extensive wetlands called blanket bogs.
(iii) pond- Rain and snow supply water to freshwater ecosystems.
 Soil and rock effect amount of drainage in an area.
 Water stored in the soil effects the plant growth.
 Willows and tamarack grow only where there is poor drainage and there is plenty of
water in the ground.
 Habitats in these ecosystems include organisms such as lake whitefish, sticklebacks,
beavers, muskrats, ducks and geese. Frogs, insects, snails and other animals make
their home in the water.
(iv) arctic- Cover much of this province.
 Summers are cool and winters are wet.
 Common trees include balsam, fir, spruce, and mountain ash.
 Animals include moose, caribou, lynx, red fox, pine marten, and mink.
 Poorly drained areas develop into bogs and marshes.
 Build-up of dead plant matter produces peat.
 Heavy precipitation in the southern Avalon Peninsula of Newfoundland has created
extensive wetlands called blanket bogs.
1.04 List examples of organisms that live in each ecosystem.
 arctic- Animals include moose, caribou, lynx, red fox, pine marten, and mink. Common
trees include balsam, fir, spruce, and mountain ash.
 Pond- Habitats in these ecosystems include organisms such as lake whitefish,
sticklebacks, beavers, muskrats, ducks and geese. Frogs, insects, snails and other
animals make their home in the water. Willows and tamarack grow only where there is
poor drainage and there is plenty of water in the ground.
 Forest- Common trees include balsam, fir, spruce, and mountain ash. Animals include
moose, caribou, lynx, red fox, pine marten, and mink.
 Oceans- Large animals such as whales, seals and cod swim in the water. Jellyfish,
microscopic plants and the eggs of the young simply drift with the flow of the water.
1.05 Demonstrate the importance of choosing words that are scientifically appropriate. (109-12)
Core Laboratory Activity: Field Trip to the Schoolyard.
The laboratory outcomes 208-3, 209-3, 209-4, 211-2, 211-3, 211-4 and, in part 306-3 are addressed by
completing CORE LAB 1-2A “Field Trip to the Schoolyard”.
In groups, students should decide how they will record their observations. Teachers should realize that
not all students will choose the same method of recording (eg. anecdotal recording vs. creating a table
or chart). This may provide an opportunity for teachers to discuss the strengths and weaknesses of the
different methods.
1.06 Define and use terms in context. Include: (109-12, 109-13)
(i) ecosystem- An ecosystem is all of the living and non-living things in a particular area.
(ii) abiotic- non-living as in the non-living parts of an ecosystem. (air would be an
example)
(iii) biotic- the living parts of an ecosystem. For example, the plants, fungi and other microorganisms would be biotic aspects of an ecosystem.
(iv) species- a group of organisms that can successfully mate with each other abd reproduce.
(v) organism –a living thing
(vi) population- a group of members of a species.
(vii) community- interacting populations form a community
(viii) habitat- the place where an organism lives
(ix) niche- include where an organism lives, how it obtains food, and how it affects it’s
environment.
1.07 Investigate the biotic and abiotic factors of a local ecosystem. (306-3)
1.08 Define and delimit questions to investigate in a local ecosystem. (208-3)
1.09 Organize and record information collected in an investigation of an ecosystem using instruments
effectively and accurately. (209-3, 209-4)
1.10 Communicate questions, ideas, plans, and results, using lists, notes in point form, sentences, oral
language, and other means. (211-2)
1.11 Work cooperatively with team members to develop and carry out a plan, and troubleshoot
problems as they arise (211-3)
1.12 Evaluate individual and group processes used in planning, decision making, and completing a task
(211-4)
1.13 Describe the following abiotic factors of local ecosystems.
(i) intensity of sunlight
(ii) air, soil and water temperature
(iii) wind direction and speed
1.14 Use a key to identify the biotic factors observed in the local ecosystem. (210-1)
1.15 Identify the biotic factors of a local ecosystem.
1.16 Describe interactions between biotic and abiotic factors in an ecosystem. (306-3) Include:
(i) biotic-abiotic
(ii) abiotic-abiotic
(iii) biotic-biotic
1.17 Describe symbiotic relationships as a form of biotic-biotic interactions
Core Laboratory Activity: Salty Seeds.
The laboratory outcomes 208-6, 209-1, 209-4, 210-2, 211-5 and , in part, 306-3 are addressed by completing CORE
LAB 1-2B “Salty Seeds”.
This will be the first lab in the Intermediate Curriculum to follow a formal scientific method. Teachers may wish to
review scientific methodology (refer to Science Skill 2 in student text).
Teachers should review the main components of the scientific method with a focus on the three types of variables
(manipulated, responding and control).
Teachers may wish to use the resources Science Skill 1 and 2 at the back of the text book to review with students
before starting the lab.
1.18 Define symbiosis- a biological relationship where two species live closely together over time.
1.19 Define and give examples of parasitism, mutualism and commensalism
Three are three types of symbiotic relationships:
1.
Parasitism- is a symbiotic relationship where one benefits and the other is harmed.
The parasite obtains from its partner. The organism that provides food for a parasite
is the host.
Fleas, ticks and lice- are examples of external parasites. (live on the surface)
Tape worms and round worms- are internal parasites.
mistletoe- is an example of a parasitic plant.
2.
mutualism- is a symbiotic relationship where both partners benefit.
Termites and the micro-organisms in their guts- termites eat wood but cannot digest it
until the micro-organisms break down the wood into sugars.
3.
commensalism- is a symbiotic relationship where one organism benefits but the
other seems to neither gain nor lose.
The clown fish is an example of an organism that takes part in commensalism. It swims
among the poisonous tentacles of the sea anemone. The clown fish is immune to the
poison. It gets scraps from the anemone’s meal and as well it uses it for shelter.
1.20 Investigate an interaction between a biotic and an abiotic factor in an ecoystem
1.21 Design and carry out an experiment controlling major variables (208-6, 209-1)
1.22 Organize, compile and display data using tables (209-4, 210-2)
1.23 Defend a given position on an issue or problem based on their findings (211-5)
1.24 Identify the niche of producers, consumers, and decomposers in a local ecosystem. (304-2)
1.25 Define and use in context the terms producer, consumer and decomposer.
Consumers- eat other organisms
Producers- organisms that produce their own food.
Decomposers- are organisms that break down dead and waste materials into their basic
parts. They do not eat the food as scavengers do. They release chemicals that break apart
dead tissues and cells.
Roles of Organisms in an Ecosystem
Animals- need to eat to survive.
Herbivore- are animals such as moose and hares who eat only plant materials.
Carnivores- are animals such as owls and spiders who eat only other animals.
Omnivores- are animals such as bears and chickens that eat both plants and animals.
Photosynthesis- theprocess that green plants use to trap the sun’s energy to make food. .
Sunlight+Water+Carbon Dioxide= foods(sugars) and oxygen
1.26 Given a diverse group of organisms, classify them as producers, consumers, or decomposers.
1.27 Explain that observations and identification of similar characteristics enables classification in an
ecosystem.
1.28 Relate the conditions necessary for the growth and reproduction of microorganisms to various
aspects of the human food supply. (304-3)
1.29 Identify the conditions that affect microorganism growth.
(i) temperature(ii) moisture
(iii) light
(iv) acidity
(v) salinity
1.30 Provide examples of how knowledge of microorganisms has resulted in the development of food
production and preservation techniques. (111-1)
1.31 Describe how the following food preservation techniques inhibit the growth and reproduction of
microorganisms. Include:
How do we keep decomposers out of food?
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by keeping micro-organisms out of it
by killing or slowing the growth of micro-organisms that are already on it
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canning and vacuum packing- keep out the air so that organisms cannot survive
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freeze drying- removes moisture (necessary for micro-organisms to survive)
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radiation- kills micro-organisms
Other methods
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drying- again removes moisture
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pickling- preserves food in vinegar which keeps bacteria from growing
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salting- soaking the food in salt water. Desirable bacteria that can live in salt
water produce lactic acid which prevent the growth of undesirable bacteria. ( dill
pickles for example)
1.32 Describe how energy is supplied to, and how it flows through, a food chain. (306-1)
1.33 Explain how producers use light energy, carbon dioxide, and water (photosynthesis) to produce
energy for the ecosystem.
Photosynthesis- theprocess that green plants use to trap the sun’s energy to make food. .
Sunlight+Water+Carbon Dioxide= foods(sugars) and oxygen
1.34 Define food chain.
Food Chains- the transfer of energy from organism to organism in an ecosystem.
1.35 Construct simple food chains using local examples.
1.35 Construct simple food chains using local examples. (cont’d)
1.36 Define herbivores, carnivores and omnivores in terms of different types of consumers.
Herbivores- are animals such as moose and hares that eat only plants
Carnivores- are animals such as owls and spiders that eat only other animals.
Omnivores- are animals such as bears and chickens that eat both plants and animals.
1.37 Classify the organisms within food chains as producers, herbivores, carnivores and omnivores
1.38 Apply the concept of a food web as a tool for interpreting the structure and interactions of an
ecosystem. (111-6)
1.39 Define food web.
food webs- the interconnection of several different food chains in an ecosystem.
1.40 Construct food webs using organisms from local ecosystems.
1.41 Describe, using an ecological pyramid, how energy flows through a food web. (210-2, 306-1)
1.42 Draw and interpret a pyramid of energy.
Ecologists model the gradual loss of energy in food chains as an energy pyramid.. Because
there is less energy available to organisms at each link in a food chain, the animals at the top of
a food chain are generally less numerous than those below them. You can make an energy
pyramid yourself in the next activity.
Energy in hawk: 10 J
Energy in weasel: 100 J
Energy in mice: 1000 J
Energy in grass: 10 000 J
1.43 Identify the limitations of a pyramid of energy to accurately portray energy flow in a food web.
(210-3) Include:
(i) they do not always indicate the exact amount of food energy required, but are simple generalizations.
(ii) that energy is transformed into other types of energy (heat) and is not always transferred to the next
level in the pyramid.
(iii) approximately 90% of the energy is lost at each step
1.44 Explain using examples why energy pyramids and food webs are not always useful.
While there is more available food energy at the plant level people are not going to eat grass. If there is
a shortage of food getting people to eat grass is not a sensible approach. The energy pyramid, while
displaying data it doesn’t provide a solution.
1.45 Describe how matter is recycled in an ecosystem through interactions among plants, animals, fungi
and micro-organisms. (306-2)
Starting with the plants, nutrients move through a food chain from one consumer to another. Some of
the nutrients quickly return to the abiotic environment in waste matter from these organisms. The rest
of the nutrients return when the organisms die.
1.46 Illustrate and explain the nutrient cycle.
Nutrient Cycles
Starting with the plants, nutrients move through a food chain from one consumer to another.
Some of the nutrients quickly return to the abiotic environment in waste matter from these
organisms. The rest of the nutrients return when the organisms die. Decomposers play a key
role in the cycle. They break down waste matter and dead organisms. This releases the
nutrients into the soil, air, or water. Producers take up the nutrients, which they use to help
them grow. The nutrients are now back in the biotic part of the environment and start another
cycle. Nutrients are recycled in a simple nutrient cycle.
Decomposers play a key role.
1.47 Identify changes that have occurred in a local ecosystem over time.
1.48 Define succession- the process by which a biological community changes over time.
1.49 Predict what an ecosystem will look like in the future based on the characteristics of the area. (2085)
1.50 Define pioneer species- are those that can establish themselves in an area with little or no
soil and few nutrients.
1.51 Define climax community- this is a diverse group of species that form a stable ecosystem
which can remain relatively unchanged for centuries.
1.52 Distinguish between primary and secondary succession.
Primary Succession
pioneer species- are those that can establish themselves in an area with little or no soil and
few nutrients.
climax community- this is a diverse group of species that form a stable ecosystem which can
remain relatively unchanged for centuries.
Secondary Succession
secondary succession- the re-growth of a community in an area that has changed
dramatically after a disturbance such as a fire. Because the disturbed area is often surrounded
by undamaged biological communities, the development of a climax community such as a
forest through secondary succession can occur in a matter of years rather than hundreds of
years.
1.53 Construct a flow chart of images to illustrate the changes occurring during primary and secondary
succession. (210-2) Include:
(i) bare rock to forest (primary)
(ii) forest re-growth after fire (secondary)
1.54 Describe the ecosystem changes that occur in the examples above. Include:
Secondary succession is the process by which an ecosystem changes after it has been
disturbed. Because the disturbed area is often surrounded by undamaged biological
communities, the development of a climax community such as a forest through
secondary succession can occur in a matter of years rather than hundreds of years. Another
example of secondary succession in Newfoundland and Labrador sometimes occurs after an
area of forest is flooded by a beaver dam. After the dam is abandoned, the shallow beaver
pond may, over time, become filled in by soil that is washed in from the surrounding land. This
may lead to formation of a bog. As the bog dries out, shrubs and trees take root. Eventually, a
forest ecosystem develops again. In many parts of the province, however, abiotic conditions
such as the underlying rock, soil acidity or alkalinity, and amount of precipitation do not allow
trees and other forest plants to grow.
(i) soil composition
(ii) plant types(iii) animal types
(iv) amount of light
1.55 Describe how our need for a continuous supply of wood resulted in the development of silvaculture
practice. (112-3)
History of Silviculture
Silviculture is a science that has been around for hundreds of years. In the fifteenth through
eighteenth centuries, the great empires that were dependent on their navies;England, Spain and
France, knew the importance of their forests for ship building timbers. In the New Forest in
England, standard practice was to create earthen berms topped by wooden palisades. These
would enclose areas to be regenerated to oak seedlings. The purpose of these structures was to
exclude deer that would destroy the young trees. Trees were not only harvested, but also
pollarded, cutting off only the larger limbs, to produce wood for ships, primarily ribs, without
cutting the entire tree. Later, the tree itself would be harvested for planks.
1.56 Make informed decisions about forest harvesting techniques taking into account the environmental
advantages and disadvantages. (113-9)
1.57 Provide examples of how our understanding of boreal forest ecology has influenced our harvesting
practices identifying the positive effects of these practices. (111-1, 113-1)
1.58 Identify various science- and technology-based careers related to forest management and
harvesting.
1.59 Propose and defend a course of action to protect the local habitat of a particular organism. (11311, 211-5)
1.60 Describe how humans have influenced the environment. Include:
(i) habitat loss/destruction
(ii) harvesting resources
(iii) pollution
(iv) introduced species
1.61 Debate the pros and cons of habitat conservation.
Pros
(i) sustainability of resource
(ii) preservation of biodiversity
(iii) eco-tourism
Cons
(i) artificial habitats
(ii) economic loss (job loss, etc.)
(iii) limited human use
1.62 Provide examples of problems that arise in the environment that cannot be solved using only
scientific or technological knowledge. (113-10) Include:
(i) decline in cod stocks-If you catch some fish in a lake, eventually as the remaining fish
in the population reproduce, they will replace those that you caught. If you cut down some
trees in a forest, new trees will grow in their place. Living natural resources, such as fish and
trees, are called renewable resources because they grow and reproduce in a fairly short time to
replace those taken from the environment. When resources are renewed as quickly as they are
used, the harvest is sustainable. A resource that is harvested at a sustainable rate can be used
year after year, indefinitely, without danger of disappearing. Today, the growing human
demand for resources has led to unsustainable rates of harvesting. This means that resources
are used faster than they can be renewed. The result of unsustainable harvesting is a shrinking
supply of resources.
Atlantic Cod Fishery
For hundreds of years, fishing boats brought back rich harvests from the seas off the coast of
Newfoundland and Labrador. By the 1990s, the seemingly limitless fish stocks had almost
disappeared and the fishing industry of eastern Canada was closed (Figure 3.11). What
happened?
• New fishing technology Starting in the 1950s, fishing nations built larger, faster fishing vessels.
They used larger nets and could stay out in the ocean for longer periods by processing and
freezing fish on board. They used underwater sonar and other detectors to scan the ocean for
schools of fish.
• More demand A growing demand for protein caused fishing nations from around the world to
join Canadians in the Atlantic. By the mid-1960s, 18 nations had fishing vessels on the Grand
Banks.
• Lack of conservation Some scientists have warned of the risks of overfishing in the past. In
1974, limits on the quantities of fish caught were set by international agreement. However,
each fishing nation wanted the maximum amount of fish it could catch, and regulations were
ignored.
• Unsustainable harvesting In 1977, Canada extended its control over Atlantic fishing to 322 km
(200 miles) from shore. This regulation, still commonly known as the "200 mile limit", was
meant to conserve fish stocks. However, Canadian fishing fleets increased their catch after
fishing boats from other nations were limited. At the same time, foreign vessels started fishing
on the Nose and Tail of the Grand Banks. These were important areas where many species of
fish reproduced. The fish populations collapsed.
(ii) oil slicks/spills-What do we use all this oil for?
You may not be aware of all the ways we use oil. We use it
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to fuel our cars, trucks, and buses, and to heat our houses.
to lubricate machinery large and small, such as bicycles or printing presses.
to make the asphalt we use to pave our roads.
to make plastics, such as the toys we play with and the portable radios or CD players we listen to.
to make medicines, ink, fertilizers, pesticides, paints, varnishes, and electricity.
How do spills happen?
Oil spills into rivers, bays, and the ocean are caused by accidents
involving tankers, barges, pipelines, refineries, and storage
facilities, usually while the oil is being transported to us, its users
(as in the photo at right, which shows a supertanker, the Amoco
Cadiz, sinking off the coast of France in 1978).
Spills can be caused by:
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people making mistakes or being careless.
equipment breaking down.
natural disasters such as hurricanes.
deliberate acts by terrorists, countries at war, vandals, or illegal dumpers.
Then what happens?
Oil floats on salt water (the ocean) and usually floats on fresh water (rivers and lakes). Very heavy oil can
sometimes sink in fresh water, but this happens very rarely. Oil usually spreads out rapidly across the water
surface to form a thin layer that we call an oil slick. As the spreading process continues, the layer becomes
thinner and thinner, finally becoming a very thin layer called a sheen, which often looks like a rainbow. (You
may have seen sheens on roads or parking lots after a rain.)
Depending on the circumstances, oil spills can be very harmful to marine birds and mammals, and also can
harm fish and shellfish. You may have seen dramatic pictures of oiled birds and sea otters that have been
affected by oil spills. Oil destroys the insulating ability of fur-bearing mammals, such as sea otters, and the
water-repelling abilities of a bird's feathers, thus exposing these creatures to the harsh elements. Many
birds and animals also ingest (swallow) oil when they try to clean themselves, which can poison them.
Depending on just where and when a spill happens, from just a few up to hundreds or thousands of birds
and mammals can be killed or injured.
Once oil has spilled, any of various local, state, and federal government agencies as well as volunteer
organizations may respond to the incident, depending on who's needed. People may use any of the following
kinds of tools to clean up spilled oil:
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booms, which are floating barriers to oil (for example, a big boom may be placed around a tanker
that is leaking oil, to collect the oil).
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skimmers, which are boats that skim spilled oil from the water surface.
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washing oil off beaches with either high-pressure or low-pressure hoses.
sorbents, which are big sponges used to absorb oil.
chemical dispersants and biological agents, which break down the oil into its chemical constituents.
in-situ burning, which is a method of burning freshly-spilled oil, usually while it's floating on the
water.
vacuum trucks, which can vacuum spilled oil off of beaches or the water surface.
shovels and road equipment, which are sometimes used to pick up oil or move oiled beach sand and
gravel down to where it can be cleaned by being tumbled around in the waves.
(iii) acid rain-"Acid rain" is a broad term used to describe several ways that acids fall out of the
atmosphere. A more precise term is acid deposition, which has two parts: wet and dry.
Wet deposition refers to acidic rain, fog, and snow. As this acidic water flows over and through the
ground, it affects a variety of plants and animals. The strength of the effects depend on many factors,
including how acidic the water is, the chemistry and buffering capacity of the soils involved, and the types
of fish, trees, and other living things that rely on the water.
Dry deposition refers to acidic gases and particles. About half of the acidity in the atmosphere falls back
to earth through dry deposition. The wind blows these acidic particles and gases onto buildings, cars,
homes, and trees. Dry deposited gases and particles can also be washed from trees and other surfaces
by rainstorms. When that happens, the runoff water adds those acids to the acid rain, making the
combination more acidic than the falling rain alone.
Prevailing winds blow the compounds that cause both wet and dry acid deposition across state and
national borders, and sometimes over hundreds of miles. Scientists discovered, and have confirmed, that
sulfur dioxide (SO2) and nitrogen oxides (NOx) are the primary causes of acid rain. In the US, About 2/3
of all SO2 and 1/4 of all NOx comes from electric power generation that relies on burning fossil fuels like
coal.
Acid rain occurs when these gases react in the atmosphere with water, oxygen, and other chemicals to
form various acidic compounds. Sunlight increases the rate of most of these reactions. The result is a
mild solution of sulfuric acid and nitric acid.
Effects of Acid Rain
Acid rain causes acidification of lakes and streams and contributes to damage of trees at high elevations
(for example, red spruce trees above 2,000 feet) and many sensitive forest soils. In addition, acid rain
accelerates the decay of building materials and paints, including irreplaceable buildings, statues, and
sculptures that are part of our nation's cultural heritage. Prior to falling to the earth, SO2 and NOx gases
and their particulate matter derivatives, sulfates and nitrates, contribute to visibility degradation and harm
public health.
What Society Can Do About Acid Deposition
There are several ways to reduce acid deposition, more properly called acid deposition, ranging from
societal changes to individual action.
Understand acid deposition's causes and effects
Clean up smokestacks and exhaust pipes
Use alternative energy sources
Restore a damaged environment
Acid deposition penetrates deeply into the fabric of an ecosystem, changing the chemistry of the soil as
well as the chemistry of the streams and narrowing, sometimes to nothing, the space where certain plants
and animals can survive. Because there are so many changes, it takes many years for ecosystems to
recover from acid deposition, even after emissions are reduced and the rain becomes normal again. For
example, while the visibility might improve within days, and small or episodic chemical changes in
streams improve within months, chronically acidified lakes, streams, forests, and soils can take years to
decades or even centuries (in the case of soils) to heal.
However, there are some things that people do to bring back lakes and streams more quickly. Limestone
or lime (a naturally-occurring basic compound) can be added to acidic lakes to "cancel out" the acidity.
This process, called liming, has been used extensively in Norway and Sweden but is not used very often
in the United States. Liming tends to be expensive, has to be done repeatedly to keep the water from
returning to its acidic condition, and is considered a short-term remedy in only specific areas rather than
an effort to reduce or prevent pollution. Furthermore, it does not solve the broader problems of changes in
soil chemistry and forest health in the watershed, and does nothing to address visibility reductions,
materials damage, and risk to human health. However, liming does often permit fish to remain in a lake,
so it allows the native population to survive in place until emissions reductions reduce the amount of acid
deposition in the area.
1.63 Use various sources to research individuals or groups in Canada interested in protecting the
environment. (112-4, 112-8, 209-5) Include:
(i) local groups and individuals
(ii) national groups and individuals
(iii) international groups and individuals