Unit 3 Sustainable Ecosystems
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1 Unit 3 Sustainable Ecosystems Day 1 : Using the powerpoint presentation complete the following introductory worksheet 1. Ecology - The study of how organisms interact with their _______________ and _______________ 2. Ecosystem - All of the __________________ parts of a biological community and its physical environment within a specific area. It can be ________________or _______________, and temporary or permanent. 3. Producer - Organisms capable of making their own food from: ________, __________ & __________ 4. Consumer - Organisms that must eat ___________________________ for food 5. Types of Consumers a. Herbivore An organism that eats __________________________ as ___% or more of its diet b. Carnivore An organism that eats ________________________ as ____% or more of its diet c. Omnivore Organisms that eat a mixture of fresh ____________ & ______________ materials 6a. Detritus - _______________ from plants and animals, including __________________________ 6b. Decomposer -Organisms that consume ___________________ 7. Pest - An organism that considered to be _________________ in a particular situation. e.g. 8. Food Chain -Sequence of organisms, one __________________ off another 9. Food Web - A pictorial representation of _______________________ among organisms in an ecosystem 10. Habitat - Where an organism lives in its _____________________ 11. Niche - Everything an organism does to ________________ & ______________________ 12. Species - A group of organisms that ___________ in the natural world and produce fertile __________ 13a. Biotic factors The part of the environment that is _____________ or was once ________________ eg, 13b. Abiotic factors - The part of the environment that was never __________________ eg. 14. Population - All of the members of one _________________ living in an area 15. Community - All of the different __________________ in an ecosystem 16. Ecotones - The _______________________ area between one ecosystem and another ecosystem 2 Sustainable Ecosystems - an ecosystem that is capable of withstanding ____________ and giving __________ to a variety of organisms Sustainability - The ability to maintain ecological processes _______________________________________ __________________of an ecosystem is the ability of that ecosystem to maintain its _____________and _____________________ over time in the face of external stress. Biodiversity - The term “biodiversity” is a contraction of the phrase “_____________ _______________”. Biodiversity means the richness and variety of life – of ___________, _________and______________. The biodiversity of an ecosystem contributes to the _______________ of that ecosystem. Higher/more biodiversity = ____________sustainable Lower/less biodiversity = _____________ sustainable High biodiversity in an ecosystem means that there is a great variety of _________and ___________ in that ecosystem Ecosystems – 2 Types Terrestrial Ecosystems ___________________ ___________________ ___________________ ___________________ ___________________ Aquatic Ecosystems ____________________ ____________________ ____________________ ____________________ ____________________ Parts of an Ecosystem - biotic - the _________parts of an ecosystem ; The biotic parts of an ecosystem include plants, animals, and micro-organisms Biotic Interactions - #1.Decomposing plant and animal materials including their dead bodies as well as their wastes. _____________ and _____________ living in the ecosystem help to break down the materials and recycle these materials back to the plants. - #2.Disease which is the result if infection by _____________, ______________ and ________________. Disease is an important biotic factor because it tends to reduce the number of organisms within the community. - #3.Predator/prey interactions which helps to limit the size of populations within an ecosystem. A __________________is an animal that kills and eats another animal for food. The __________is the hunted animal. An example is the lion and the zebra. When a lion kills a zebra for food, the lion helps to prevent the overpopulation of the zebra. If the number of zebra declines too much the lion will starve. There is a balance between the number of predator and prey in any ecosystem. - #4.Competition which is a struggle for survival that occurs between two organisms either of the same or different species. Birds often compete for nesting space. Lions and hyenas compete for common prey such as antelope 3 BIOTIC RELATIONSHIPS IN THE ENVIRONMENT ENVIRONMENTAL RELATIONSHIPS ABIOTIC BIOTIC FACTORS FACTORS SYMBIOSIS Parasitism COMPETITION Mutualism PREDATOR-PREY RELATIONSHIP Commensalism Symbiosis - a relationship in which two organisms of different species 'live together' for a period of time Parasitism - a form of in which one organism derives nutrients from the second organism which suffers some harm but is usually not (e.g. A tick is the that feeds off a dog which is the .) - other examples include ________________________________________________________________ Mutualism - a form of symbiosis in which both organisms each other (e.g. ) ; other examples include ____________________________________________ Commensalism - a form of symbiosis in which one organism helps the other organism, but there is no nor harm done in return (e.g. A clown fish lives inside a sea anemone and is protected by it. The sea anemone derives no benefit nor harm from the relationship.); other examples include __________________________________________________________________________________________ Predator / Prey Relationships – the relationship in which one organism (predator) hunts and eats another ( ) (e.g. ) Competition – a relationship where two types of organisms compete for the same resource such as food, , (e.g. sheep and kangaroos compete for grass) Watch video : how stuff works : The Web of Life: Symbiosis : Give examples below ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ 4 Day 2 Abiotic : the non-living parts an ecosystem - The abiotic parts of an ecosystem include_____________, __________, __________, ___________, and _____ Abiotic Characteristics Space - or territory is needed to insure adequate resources for_____, _____, shelter, and mates. Temperature - affect organisms. It may determine if whether or not an organism can live in a certain area, that is, if it can tolerate the temperatures. It can also determine how well organisms seek out and digest food once it is in their bodies. Oxygen -is needed by organisms so that their cells can release energy from food. Organisms that live on land obtain oxygen from the atmosphere as they breath (usually with lungs). Organisms that live in water generally have gills and obtain oxygen which is ____________in the water. Sunlight -is the ultimate source of energy for all green plants which in turn provide the resources for other living things (in most ecosystems). Light also affects the development and behavior of many organisms. Water - is necessary for all life. The ability to find water, to maintain water balance, and to conserve water will help determine the habitat range for each species. Soil Nutrients - include minerals such as_______________,______________ , potassium, magnesium and a host of other minerals derived from rocks as well as decaying dead plants and animals. Watch videos how stuff works : Make notes below 1. Environment of Organisms: Abiotic and Biotic Factors _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ 2. Organisms in Their Environment: Ecology _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ Ecology ( continued ) all members of the same species living in the same ecosystem or habitat are referred to as a ___________ all the populations of all the species in an ecosystem or habitat are called the _____________________ an organism can move back and forth between ecosystems because ecosystems do not have sharp boundaries there is a transition area between ecosystems, called ________________ in which organisms from both ecosystems interact the ecotones contain greater ____________________ (more species) than either ecosystem 5 COMPARING NATURAL AND ARTIFICIAL ECOSYSTEMS Use the pictures on page 28 of your text, along with the tables showing values for abiotic and biotic factors on page 29. Question Artificial Ecosystem Natural Ecosystem 1. List the abiotic factors common to both areas. 2. List some of the plants found in the area. 3. Why would goldenrod be found in the natural ecosystem? Why would it not be found in the artificial ecosystem? 4. What is the major factor which determines the type of plants which are found in each area? 5. Name the major animal species found in each area. (see chart pg 29 + pictures) 6. Why would there be more beetles and spiders in the meadow than in the city park? 7. Describe and account for the differences in temperatures between the two areas. 8. Account for the differences in nitrogen and phosphorus levels in the two areas. 9. Compare the soil litter in each area and suggest reasons for the difference. 10. What is the role of the human in maintaining each ecosystem? 6 Easter Island Easter Island: One of the world's most famous yet least visited archaeological sites, Easter Island is a small, hilly, now treeless island of volcanic origin. Located in the Pacific Ocean at 27 degrees south of the equator and some 2200 miles (3600 kilometers) off the coast of Chile, it is considered to be the world’s most remote inhabited island. Sixty-three square miles in size and with three extinct volcanoes (the tallest rising to 1674 feet), the island is, technically speaking, a single massive volcano rising over ten thousand feet from the Pacific Ocean floor. The oldest known traditional name of the island is Te Pito o Te Henua, meaning ‘The Center (or Navel) of the World.’ In the 1860’s Tahitian sailors gave the island the name Rapa Nui, meaning ‘Great Rapa,’ due to its resemblance to another island in Polynesia called Rapa Iti, meaning ‘Little Rapa’. The island received its most well known current name, Easter Island, from the Dutch sea captain Jacob Roggeveen who became the first European to visit Easter Sunday, April 5, 1722. In brief, the prehistory of Easter Island is one of supreme accomplishment, flourishing and civilization, followed by environmental devastation and decline. Although it is not agreed when people first arrived on Easter Island (with estimates ranging from several hundred to more than one thousand years ago), consensus seems to be that the first peoples arrived from Polynesia. Rather than being inhabited by mistake or chance, evidence has suggested that Easter Island was colonized deliberately by large boats with many settlers -- a remarkable feat given the distance of Easter Island from any other land in the Pacific Ocean. The first islanders found a land of undoubted paradise -- archaeological evidence shows that the island was covered in trees of various sorts, including the largest palm tree species in the world, whose bark and wood furnished the natives with cloth, rope, and canoes. Birds were abundant as well, and provided food for them. A mild climate favored an easy life, and abundant waters yielded fish and oysters. The islanders prospered due to these advantages, and a reflection of this is the religion which sprouted in their leisure, which had at its centerpiece the giant moai, or heads, that are the island's most distinctive feature today. These moai, which the island is littered with, are supposed to have been depictions of ancestors, whose presence likely was considered a blessing or watchful safekeeping eye over each small village. The ruins of Rano Raraku crater, the stone quarry where scores if not hundreds of moai sit today, is a testament to how central these figures were to the islanders, and how their life revolved around these creations. It has been suggested that their isolation from all other peoples fueled this outlet of trade and creativity -- lacking any other significant way to direct their skills and resources. The birdman culture (seen in petroglyphs), is an obvious testament to the islanders' fascination with the ability to leave their island for distant lands. However, as the population grew, so did pressures on the island's environment. Deforestation of the island's trees gradually increased, and as this main resource was depleted, the islanders would find it hard to continue making rope, canoes, and all the necessities to hunt and fish, and ultimately, support the culture that produced the giant stone figureheads. Apparently, disagreements began to break out (with some violence) as confidence in the old religion was lost, and is reflected partly in the ruins of moai which were deliberately toppled by human hands. By the end of the glory of the Easter Island culture, the population had crashed in numbers, and the residents -- with little food or other ways to obtain sustenance -resorted sometimes to cannibalism and a bare subsistence. Subsequent raids by powers such as Peru and Bolivia devastated the population even more, until only a few hundred native Rapa Nui were left by the last century. 7 Today, Rapa Nui National Park is on the UNESCO World Heritage List. Its residents rely much on the tourism and economic links to Chile and daily flights to Santiago. As with many native peoples, the Rapa Nui seek a link to their past and how to integrate their culture with the political, economic, and social realities of today. Easter Island features a sub-tropical climate influenced by winds and ocean currents, and an annual average temperature of 20°Celsius. In the summer, the maximum temperature may reach 28°Celsius and the minimum may fall to 15°C. February is the hottest month, whereas in winter (June to August), temperatures range between 14°C and 22°C. On the island, rain falls steadily throughout the year, although showers are only sporadic and last a short time. May is the month with the heaviest rainfall. Learning Check 1. Where did name Easter Island come from? 2. What is the evidence is there that this once was a very flourishing ecosystem? 3. Describe the ways in which the people’s use of trees on Easter Island was unsustainable. 4. What is the two-part meaning of the word sustain? Watch on youtube : Easter Island part 1 and 2 : make notes below 8 Day 3 The Sustainability of the Ecosystem Population (Reference pages 18 – 20) Case of the Sea Otters The story of the sea otters, page 18, shows how a change in a population in one part of a food web affects the populations in other parts of the food web. 1. What was the original cause of the decline in the population of the sea otters? 2. How did the subsequent decrease in sea lions affect the populations in the food web? 3. What two changes cause the population size of each species to be continuously adjusted? Worksheets : Sustainable Ecosystems ________ is the study of ecosystems. An ________________is a group of organisms that interact with one another and their environment (i.e. lake, forest, park, the prairies, jungle, field, etc.). Ecosystems get their energy from the sun. ( pg 34 ) In an ecosystem we have: 1) ________________ – produce their own food from the sun e.g. green plant 2) ________________– organisms that consume other organisms for food e.g. bear, human 3 types: 1.____________: only eats plants e.g. grasshopper, cow 2.___________: only eat meat e.g. coyote, wolf, lions 3.____________: eats both plants and meat e.g. human, bear, raccoons, chickens 3) _____________________– organism that breaks down decaying material e.g. maggots, worms, bacteria FOOD CHAINS Food Chains – a linear representation of feeding relationships e.g Sun Grass (producer) Chicken (primary consumer) = the transfer of energy Human (secondary consumer) 9 Trophic Levels – the organisms “feeding” level on the food chain − shows how energy is moved through the ecosystem First Trophic Second Trophic Level Level PRODUCER PRIMARY(1st order) (plant) CONSUMER (herbivores) Grass Third Trophic Fourth Trophic Level Level SECONDARY(2nd order) TERTIARY(3rd order) CONSUMER CONSUMER (carnivore) (top carnivore) Caterpillar Robin Owl FOOD WEB - a series of interconnected food ________________ Example of a food web HAWK BOBCAT WEASEL FROG MOUSE GRASSHOPPER SEEDS VOLE GRASS Identify an autotroph Identify a primary consumer Identify a secondary consumer Identify a tertiary consumer Identify an organism at the fourth trophic level [show how it is at this level] Identify a decomposer Identify an omnivore FALLEN LEAVES 10 INTERACTIONS WITHIN FOOD WEBS HAWK BOBCAT WEASEL MOUSE FROG GRASSHOPPER SEEDS VOLE GRASS FALLEN LEAVES Explain, what would be the effect on grasshoppers of fewer leaves Explain what would be the effect on bobcats of fewer grasshoppers Explain what would be the effect on hawk of fewer bobcats. Explain what would be the effect on voles of fewer hawks 11 Name: ___________________________ Date: _____________________ ENERGY IN ECOSYSTEMS Refer to p.32-33 in Nelson Science 10 The source of all __________________ for ecosystems is the ______________. Figure 1: Of the energy that penetrates into the lower atmosphere; ________________ is reflected by clouds or the Earth's surface. The remaining 70%: ____________________ the atmosphere and the Earth’s surface ( ______ %); heats; and ____________________ water ( ______%) and 0.023% is used by ____________________________________ for photosynthesis. ENERGY MOVEMENT IN ECOSYSTEMS Refer to p.34-39 in Nelson Science 10 Food chains and food webs show how ________________________ is passed through an ecosystem. The most stable ecosystems, those with the greatest ____________________, have ____________________ and ____________________food webs. However, when ____________________ factors limit the number of organisms, the webs look more like food chains. In the Arctic, there is limited biodiversity because there is less ____________________ from the Sun and temperatures are low. Therefore, producers cannot ____________________ as rapidly as they do in the south. Less energy is ____________________, so fewer organisms can live in that ecosystem. This makes the ecosystem more vulnerable. LIMITS ON ENERGY TRANSFER Every time energy is ____________________ within an ecosystem, some of the energy ____________________ form. For example, some of the energy from the Sun is converted into chemical energy by plants as they photosynthesize. Animals, in turn, rely on the ____________________ energy (food) produced by plants. However, not all of the ____________________ energy that a plant creates can ____________________ the animal that eats it. The plant uses most of the energy to ____________________ and to ____________________ the ____________________ it needs to grow. Once an animal takes chemical energy from a plant, it doesn't store it all. Most of that energy is ____________________ to move, ____________________ , keep ____________________ and manufacture the ____________________ it needs to carry out its own life processes. Complete the following diagram; showing energy flow and loss in a food chain. Producer Herbivore Carnivore 12 Day 4 BIOMES OF CANADA 1. Read section 3.8 Major Biomes of Canada, page 77 to 85. 2. Use Fig. 3-11 on page 77 to list and identify those biomes found in Canada. Using pencil crayons, colour each biome a different colour and draw a legend in order to identify each biome. 3. Using the information form the above reading, summarize in point form the abiotic and biotic (plants and animal) for each of the biomes found in Canada. Use the chart provided to record this information. CANADIAN BIOMES Fill in the following table for each of the biomes based on the information in the textbook, p.88-93. BIOME TUNDRA BOREAL FOREST TEMPERATE DECIDUOUS FOREST GRASSLAND HEAT/LIGHT MOISTURE PLANTS (examples) ANIMALS (examples) 13 1. a) Which biome receives the most sunlight/heat? b) Which biome receives the most rain? c) How does this affect the biodiversity of plant and animal life found there? 2. a) Which biome receives the least sunlight/heat? b) Which biome receives the least amount of rainfall? c) How does this affect the biodiversity of plant and animal life found there? 3. Answer questions on p. 93 (1-8) 14 Watch animation ; teachers domain : biomes What factors determine what biome a region of the world belongs to? Compare and contrast the tundra and the desert. How are they similar and how are they different? How does a biome differ from a habitat? In what biome do you live? In what ways has your community adapted to living in this environment? Can you think of examples of other locations in the world for each type of biome? Pg 122 ( 1-5) 15 Cycling of Matter and Earths spheres ____________________ the regions of Earth where living organisms exist Earths spheres __________________ ( outer layer ) the hard part of Earth’s surface; extends 100 km down from the surface(50 to 150 in thickness _______________________all the water found on Earth, including lakes, oceans, and ground water _____________________the layer of gases above Earth’s surface- made up of ____ nitrogen and ____ oxygen and other gases such as ________________________; acts like a blanket for _____________________; blocks out _______________ radiation Watch on youtube : The HoloGlobe Project Levels of Organization in Ecology _________________ – an individual living thing that is made of cells, uses energy, reproduces, responds, grows, and develops _____________ – a group of organisms, all of one species, which interbreed and live in the same place at the same time Biological_________– all the populations of different species that live in the same place at the same time _______________ – populations of plants and animals that interact with each other in a given area and with the abiotic components of that area _____________ _– the portion of Earth that supports life 16 Day 5 Cycling of Nutrients Nutrients are chemicals that are needed by living things and are continually cycled through ecosystems. Examples of nutrients include water, carbon, nitrogen, and phosphorus. Watch youtube video : What is the water cycle? Label the terms below on the diagram above Accumulation - the process in which water pools in large bodies (like oceans, seas and lakes). Condensation - the process in which water vapor (a gas) in the air turns into liquid water. Condensing water forms clouds in the sky. Water drops that form on the outside of a glass of icy water are condensed water. (This term appears twice in the diagram.) Evaporation - the process in which liquid water becomes water vapor (a gas). Water vaporizes from the surfaces of oceans and lakes, from the surface of the land, and from melts in snow fields. Precipitation - the process in which water (in the form of rain, snow, sleet, or hail) falls from clouds in the sky. Subsurface Runoff - rain, snow melt, or other water that flows in underground streams, drains, or sewers. Surface Runoff - rain, snow melt, or other water that flows in surface streams, rivers, or canals. Transpiration - the process in which some water within plants evaporates into the atmosphere. Water is first absorbed by the plant's roots, then later exits by evaporating through pores in the plant. 17 The Carbon Cycle(pg 62) Watch video : how stuff works : The Cycle Series: Exploring The Carbon Cycle CYCLING OF MATTER IN ECOSYSTEMS 2.5 THE CARBON CYCLE Refer to p.62-65 in Nelson Science 10 photosynthesis a process that changes solar energy into ___________energy __________is the central player in photosynthesis, a process that is crucial to life on Earth. The terms “chlorophyll” and “photosynthesis” are both built from ancient Greek words. Chloros means _______and phyllon means _______Chlorophyll is a pigment that gives leaves their green colour. Photo means__________, and synthesis means________ ___________. Photosynthesis refers to putting something together using light 18 _____________ is the key element for living things. During ____________________, plants use light energy to combine ___________________ ______________ from the atmosphere and ______________________ from the soil. The photosynthesis reaction is: Reactants Products ____________ + ____________ + ____________ ____________ +____________ ____________ + ____________ + ____________ ____________ + ____________ The opposite reaction to photosynthesis is ____________________ __________________ . In this reaction, carbon is released back to the environment as carbon dioxide. The overall reaction for cellular respiration is: Reactants Products ____________ + ____________ ____________ + ____________ ____________ + ____________ ____________ + ____________ Because photosynthesis and cellular respiration are ______________________ processes, and because carbon that they use is repeatedly cycled through both processes, this relationship is often called the _________________________________. This cycle is actually more complex than a simple exchange of carbon dioxide. Most of the carbon that forms living things is returned to the atmosphere or water as _______________________________ from _____________________________________ and when ________________________________________________________________. However, under certain conditions the decay process is delayed and the organic matter may be converted into ______________________, or _________________________________ such as coal, petroleum and natural gas. This carbon is then ______________________ to the cycle until it is released by processes such as ______________________ and ______________________, or by ____________________________________________. The burning process (______________________) releases carbon dioxide into the atmosphere. When it is not in organic form, carbon can be found in three main reservoirs (storage areas): the ______________________, the ___________________, and the __________________. Organic carbon is also held in reservoirs, the ______________ ____________________________________________________________. However, all living things die, and ______________________ eventually returns the carbon to the cycle in inorganic form. One exception is ______________________, which store huge quantities of carbon in organic form. Carbon atoms remain locked away in dead plant matter (______________________) for many years. 19 Answer Understanding Concepts p.65 #1-6, 7a, c, d. Carbon Cycle review A. Air contains carbon in the form of carbon dioxide gas. Plants and algae use carbon dioxide to make ________which are energy-rich,carbon-containing compounds B Organisms break down sugar molecules made by plants and algae to obtain energy for life and growth. ______________is released as a waste. C. Burning fossil fuels and wood releases ________________into the atmosphere. D. When organisms die, their carbon-containing molecules become part of the soil. These molecules are broken down by fungi, bacteria, and other decomposers. During this decay process, ___________is released into the air E. Under certain conditions, the remains of some dead organisms may gradually be changed into ______ fuels, such as coal, gas, and oil. These carbon compounds are energy rich. 20 Day 6 The Interaction of Living Things MATERIALS: 2000 mL beaker 150 mL beaker 50 mL beaker manganese dioxide powder candle scoopula stopwatch 30% hydrogen peroxide INQUIRY ACTIVITY Relationship Between Chemical Reactions (Demo) Demonstration 1: Place a candle on a 150 mL beaker and light. Cover the candle with a 2000 mL beaker and start the stopwatch. Stop the timer when the candle is extinguished and record observations on the board. Demonstration 2: Place about 15 mL 30% hydrogen peroxide in a 50 mL beaker. Add a very small amount of manganese dioxide in the beaker and repeat Demonstration 1. Hypothesis: Design: Independent Variable: ____________________________ Dependent Variable: _____________________________ Controlled Variables: __________________________________________ __________________________________________ Observations: Experiment 1 2 Analysis and Conclusion: Materials candle candle + hydrogen peroxide Time (s) 21 The Relationship Between Living Things GOAL: To understand how plants and animal life are connected as part of a simple cycle. KEY TERMS: Organic Combustion Inorganic Photosynthesis Cellular Respiration BACKGROUND: Ecosystems are incredibly complex systems. All living things are composed of matter (atoms) that move through food chains, but they must be constantly recycled back to the environment as waste products or by decomposers. Organic substances are compounds that contain carbon, hydrogen and other atoms such as oxygen and nitrogen. These are found in all living things. Inorganic substances do not contain carbon and hydrogen together, such as water (H2O), carbon dioxide (CO2) and ammonia (NH3). Organic substances undergo changes as they move through living things in an ecosystem and eventually return to the environment as inorganic substances. Studying ecosystems can be difficult, but by using carefully controlled experiments we can better understand how living things are related. Joseph Priestley (1733-1804) was a famous chemist best known for his studies of gases. He discovered oxygen using an experiment similar to one you have observed in class, as well as other gases such as ammonia and carbon monoxide. Priestley also studied the relationship between living things and the gases he discovered. Priestley’s First Experiment: Priestley carried out an experiment with 2 sealed jars to study the relationship between a burning candle and a plant (Figure 1). Examine the diagrams and answer the following questions on a separate page. ` A B a) Why did the candle in jar A go out after 3 minutes? _______________________________ b) Write a hypothesis (prediction and explanation) for what happened to the candle in jar B. _________________________________________________________________________ c) Priestley observed that the candle in jar B burned for 5 minutes. What gas is produced by the plant? _____________________________________________ d) What gases are produced by the burning candle? ____________________________________ e) Priestley was careful to control the variables he was not interested in. How would the time of burning be affected by the following changes? Give a reason for each answer. i) a larger bell jar was used (increased volume). ____________________________ ii) a larger candle was used ____________________________ iii) a larger plant was used _____________________________ 22 Priestley’s Second Experiment: Using three sealed jars, Priestley now studied the relationship between the plant and two mice (Figure 2). Both mice eventually died, but the mouse in jar E lived longer . C C D E a) Why did the mouse in jar D die? ____________________________ b) Why did the mouse in jar E live longer?______________________________ c) After a long period of time, the plant in jar C appeared wilted and sickly. Write a possible explanation. How could you test your hypothesis? ________________________________________________ d) In jar E, the mouse lived longer and the plant appeared healthier. What is a possible explanation for this ? ___________________________________________________________ e) To study living things, biologists often sacrifice the life of animals, particularly mice and rats. Do you agree or disagree with using animals in experiments? Explain your reasoning. ___________________________________________________________________________________ We will now examine two processes that link plants and animals together. Analysis Questions: 1. Which substances involved in photosynthesis and cellular respiration are organic? Which ones are inorganic substances? _______________________ _____________________________ 2. How is the candle in the first experiment and the mouse in the second experiment similar? ___________________________________________________________________________ 3. One problem with space exploration is the need to bring oxygen for astronauts to breathe. How might this problem be solved? ___________________________________________________ 4. Within the biosphere, a balance between oxygen and carbon dioxide is maintained by the processes of photosynthesis and cellular respiration. Combustion also puts carbon dioxide and water into the atmosphere. How could combustion affect this balance and how may ecosystems respond to this change? ______________________________________________________________________________________ Scientists often use living things in experiments. Write a set of rules that you would impose on scientists who wished to use living things in experiments. __________________________________________________________ Learning Check 1. What is chlorophyll? 2. Write the word equation for photosynthesis. Indicate the source of each material. 3. Given a diagram of a leaf, and label the stomata. If the stomata of a leaf are damaged, what are some possible effects? 23 Day 7 The Nitrogen Cycle (66) - terrestrial ecosystem an ecosystem that is land-based - some soil bacteria convert nitrogen into ammonium. Other types of soil bacteria convert the ammonium into_______. Plants absorb both forms of nitrogen through their roots. Nitrogen is passed from one level of the food chain to the next as organisms eat and then use nitrogen in their bodies. - aquatic ecosystems, cyanobacteria convert nitrogen into ammonium, which is then absorbed by plants. Nitrogen, in the form of ammonium and nitrate, can also enter both aquatic and terrestrial ecosystems when humans fertilize soil. Bacteria, found on land and in water, convert nitrate back into nitrogen gas, returning it to the atmosphere. As well, nitrogen is returned to the atmosphere during volcanic eruptions and when fossil fuels are burned THE NITROGEN CYCLE Refer to p.66-69 in Nelson Science 10. Life depends on the cycling of ______________________. Nitrogen atoms are required so that cells can make ______________________. Nitrogen is also required for the synthesis of deoxyribonucleic acids or DNA, the ______________________ material found in all living things. The movement of nitrogen through ______________________ , the soil, and the ______________________ is called the __________________________________. To be useful to organisms nitrogen must be supplied in another form the ____________________________________________ . Atmospheric nitrogen can be converted into nitrates, in a process called _______________________________________. The first methods is _____________________, and the second is _____________________ in the soil. ______________________ provides the majority of nitrates found in ecosystems while ______________________ provides only a small amount. Some bacteria that fix nitrogen live in the ______________________ and some in small lumps called ______________________ on the roots of legumes. Other bacteria convert ______________________, released from decomposers, into nitrites and then still others convert nitrites into ______________________. Denitrifying bacteria break nitrates down into ______________________, and the down further into ______________________ gas. The nitrogen gas is then released back into the atmosphere. This process is called ______________________. The Nitrogen Cycle ( pg 66 ) without nitrogen, life’s amino acids, proteins and nucleic acids could not be produced N2 composes ___________ of the earth’s atmosphere but it is not a usable form for plants or animals ____________________(the nitrate ion) is the only form usable by living organisms 24 There are two ways atmospheric nitrogen (N2) can be converted into nitrates: Lightning causes nitrogen gas (N2) to react with _______________in the air to produce nitrates (NO3-) the nitrates dissolve in water (rain), enter the soil and then the plants through their roots Nitrogen fixation nitrogen gas (N2) is converted (fixed) to NH3 by ________________living in the soil or some plants A __________________relationship is one where both organisms benefit, (the plant receives a suitable form of nitrogen and the bacteria receive food). Animals (consumers) obtain their source of nitrogen only through eating plants or other animals Ammonification as animals and plants die, decomposer bacteria convert protein and nucleic acids into ammonia (NH3) the nitrification bacteria then go to work reconverting the (NH 3) to (NO2-) and then to (NO3-) Denitrification bacteria convert nitrate, NO 3-, back to _____________________ Watch video : www.howstuffworks.com The Cycle Series: Exploring the Nitrogen Cycle Make notes below : ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ 25 THE PHOSPHATE CYCLE ( pg 68 ) Phosphorus is a key element in cell ______________________, in molecules that help release chemical ______________________, in the making of the long molecules of DNA, and in the calcium phosphate of ______________________. Phosphorus tends to cycle in two ways: a long term cycle involving the _________________________________ ______________________, and the short-tem cycle involving _________________________________________. Living things divert phosphates from the normal rock cycle. Phosphorus is found in ______________________ in the form of _______________________________________ combined with a variety of elements. Phosphates are soluble in water and can be dissolved out of rock. While dissolved, phosphates can be absorbed by ________________________ ______________________ and passed into food chains. If the phosphates are in rock form, they can stay there for millions of years before they are dissolved by water. If phosphates are in living things, decomposers can recycle phosphates in the wastes and dead material back to soil. Nutrients Nitrates and phosphates are both ______________________. Nutrients are ____________ _________________________________________________________________________. The cycling of carbon is also essential to life. Without these nutrients, ecosystems would suffer. Unfortunately, a lot of human activities affect these cycles. 26 Answer Understanding Concepts p.69 #1-4, 6-9. 27 Review Questions 1. What is a sustainable ecosystem? 2. Draw a flowchart to show how the collapse of the forest ecosystem on Easter Island affected the human population that lived there. 3. Identify and describe three abiotic characteristics of ecosystems. 4. Give an example of how each characteristic could be affected by a human activity. 5. Draw the nitrogen cycle. Explain the role that bacteria play in this cycle. 6. How can scientific research influence society to push for change? Include specific examples in your answer. 7. Farmers, fertilizer companies, governments, and consumers all play a role in helping to reduce nutrient pollution of aquatic ecosystems. List positive actions that each group could take. 28 Day 8 29 Name: ______________________________ AGRICULTURE AND NUTRIENT CYCLES Date: ________________________ AGRICULTURE Refer to p.70-71 in Nelson Science 10. When we harvest crops, valuable __________________________ and __________________________ in these plants are removed and do not return to the field or orchard. The diversion of nitrates and phosphates from the local cycles would soon deplete the soil unless the farmer replaced the missing __________________________ . __________________________ are materials used to restore nutrients and __________________________ production from the land. Fertilizers have to be used carefully, because nitrates may result in an __________________________ in the amount of __________________________ in the soil. Changes in the acidity can affect all __________________________ living in the soil, including decomposer bacteria. Changes in pH can have a devastating effect on food production. The accumulation of ________________________ and ________________________ fertilizers produces an __________________________ problem. As spring runoff carries ________________________________ and __________________________ to streams and lakes, the nutrients allow __________________________ to grow more rapidly in what is called an __________________________. When die, bacteria use _____________ from the water to decompose them. Because decomposers flourish in an environment with such an abundant _________________________, _________________________ levels in lakes drop quickly, so _________________________ and other animals begin to die. Dying animals only make the problem worse, as _________________________ begin to _________________________ the matter from the dead fish, allow the populations of _________________________ to grow even _________________________. Nitrates present another problem. _________________________ convert nitrates into _________________________. These are dangerous to animals that have haemoglobin in their blood, such as __________________________________________________ . Nitrites can attack to the hemoglobin in blood, reducing its ability to carry _________________________ to _____________________________________________. Answer Understanding Concepts p 71 #1-3, 5 30 - eutrophication a process in which nutrient levels in aquatic ecosystems increase,leading to an increase in the populations of primary producers 31 32 Day 9 QUALITATIVE WATER ANALYSIS LAB Names:_______________________________ Data Table: Solution Test (+) Control Colour (-) Control Colour A Nitrate Dark red with precipitate Iron Phosphate Chloride Ammonia Hard water Sulfate Chlorine pH Dark orange or purple Blue solution White precipitate Dark orange precipitate Blue solution White precipitate Yellow solution Water Samples B C D E F Orange solution with pink and little precipitate Clear solution Yellow solution Clear solution No precipitate Purple solution No precipitate Clear solution Discussion Questions: 1. Which three ions would you expect to find in a water sample collected during spring run off from a creek running through farmland? What two types of ions would you expect to find in a water sample collected from a body of water running through an industrial complex with many factories (note you didn’t test for these)? [5 marks] 2. Which sample tested highly positive for the chloride ion? Given that this sample contained bleach, what chemical in the bleach was a source of this chloride ion? [2 marks] 3. What are the two main minerals that are responsible for making water hard? [2 marks] 4. A big house near the creek was undergoing extensive window cleaning. A heavy rainstorm washed some of the cleaning fluid into the creek. What ion would test positive in that water sample? [1 mark] 5. Aquatic organisms have a pH range between 6 and 8 for survival. Was there any water sample that was either highly acidic or alkaline that would prevent organisms from surviving in that environment? [1 mark] 6. In general make a statement about how the quality of the water can affect the overall health of an aquatic ecosystem. [2 marks] 33 Government Initiatives: Science and Social Policy Great Lakes Water Quality Agreement - In 1972, both Canada and the United States signed the Great Lakes Water Quality Agreement “to restore and maintain the chemical, physical, and biological integrity of the waters of the Great Lakes Basin Ecosystem. Environmental Farm Plans - Farmers volunteer to be part of a program in which particular environmental impacts of a family’s farm are examined. Then a plan to reduce some of these impacts is developed. Since 1993, over 27 000 farmers have participated in the program Pesticides and By-Laws - In 2001, the Supreme Court ruled to uphold the anti-pesticide by-law. A similar situation occurred in 2005, after the city of Toronto passed a by-law modelled after Hudson’s. Manufacturers of pesticides challenged the by-law in court. Once again, the Supreme Court of Canada ruled to uphold the by-law. Independent Research Name ___________________________________________ Evaluate the effectiveness of government initiatives in Canada (federal, provincial, municipal), and/or the efforts of societal groups or non-governmental organizations, such as Aboriginal communities, environmental groups, or student organizations, with respect to an environmental issue that affects the sustainability of terrestrial or aquatic ecosystems (e.g.,wetland restoration, recycling programs, Canada–Ontario Environmental Farm Plans, stewardship of national and provincial parks). Consider the issue : Landfill sites can have negative effects on adjacent ecosystems, attracting pests, leaching toxic chemicals, and producing green house gases. Municipal recyling programs and composting programs divert garbage, reducing the need for landfill sites. However many people particular rural residents and those in apartment buildings may not be included in these programs. Answer the questions that follow : 1. What provincial or federal legislation attempts to protect special features or sensitive elements of terrestrial or freshwater ecosystems? ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ 2. How could such legislative be more effective? ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ 34 3. How have the actions of local wetland-reclamation, municipal tree – planting, Aboriginal fisheries- management, Great Lakes rehabilitation, organic farming, or other groups help to ensure ecological sustainability and what further action could such groups take ? ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ 4. Watch videos on you tube Great Lakes Cleanup, Fishery Management. Make notes below ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ 35 Day 10 Bioaccumulation and Water Pollution (pg 54) bioaccumulation a process in which materials, especially toxins, are ingested by an organism at a rate greater than they are eliminated Biomagnification is the increase in the concentration of a toxin as it moves from one trophic level to the next. When DDT entered the environment in run-off from land, it was absorbed by algae in the water. Microscopic animals ate the algae, and small fish ate the microscopic animals. At each trophic level in the food chain, the concentration of DDT in the tissues of the organisms increased. At high concentrations, the DDT affected reproduction in fish-eating birds. Following the ban on DDT in the 1970s, populations of DDTvulnerable birds slowly increased in numbers in Canada. - watch video how stuff works Aggravation of Accumulation: DDT and Bald Eagles - watch youtube video DDT and Pesticides ; DDT Awareness: Affects on Wildlifewatch video atScience.gc.ca ddt - complete case study pg 52-56 PESTICIDES 36 By studying _____________, we can see the flow of __________ through an ecosystem and investigate the impact of __________ of _______________ and _____________ PESTICIDES ___________ that are designed to kill _________ PEST An organism that people consider to be ____________ or _____________ (___________, ___________, _________ and ____________) Pesticides are used to protect ___________ species from ______________ or ______________ WHY PESTICIDES ARE USED About ______ of the annual crop in Canada is lost to __________ such as __________, _________ and __________, _________, _________ and _________________ EXAMPLES _____________ was responsible for the destruction of 3 million tones of wheat in the Prairies in 1954 The ___________________ carries a microbe which produces ___________ (major killer in tropical areas) Pest control measures ____________ the incidences of _____________ and ____________ FIRST-GENERATION PESTICIDES Attempts to _____________ pests go back to about ___________ __________ was used to repel insects In the _____ Century, ___________, ________ and ___________ were applied to crops as _______________ these substances were discovered to be highly ______________ to people and farmers stopped this practice in the __________ In ________, French gardeners began using __________________ extracted from the ______________ to kill ___________ Many __________ have developed ____________ defences against _______________ when animals try to ______ the __________ or __________, they can die or become very ill they learn to __________ the plant in the future SECOND-GENERATION PESTICIDES Second-generation pesticides are chemicals made in a _____________ In _______, Dichlorodiphenyltrichloroethane (_______) was discovered to be a potent insecticide Initially used to _________ troops fighting in __________________ during World War II Since then, thousands of ____________ have been developed (500 different chemicals are used in Canada alone!) About _______ of the pesticides are used in developed countries, ______ are used to get rid of pests in ___________, ___________ and ____________ 37 BIOAMPLIFICATION Pesticides containing ___________ (found in DDT) and __________ are ___________ in ______ but not in __________ these toxins cannot be ____________ from the body and _______________ in the _________________ of animals A __________ amount of pesticide enters the bodies of animals that are ________ in the food chain but it gets worse as the toxin moves ____ the food chain into __________ trophic levels Even though there is only a __________ amount of toxin in each ________, _____________ consumers eat a _______________ of the poisoned prey the __________ level ______________ get all the toxins of the prey plus those of all the other prey it eats! At each stage of the food chain, the concentration of the toxin becomes ____________ this is ______________________ 1P 1P 1P 1P 1P 1P 1P 1P 1P 1P 1P 1P EFFECTS ON HUMANS ________ levels became _________ in humans who lived in areas where DDT was sprayed on __________ DDT was ___________ in Canada in _______ but did not totally eliminate the problem Birds such as the _______________, ____________ and ____________________ head to Central America and Mexico where DDT is still used MODERN CHEMICAL PESTICIDES New chemicals are not stored in _____ tissue they are __________ in ___________ Animals can remove them from their body because the __________ can break the chemicals down and is _____________ The chemicals can also be broken down within the _______ DISADVANTAGES New insecticides break down ___________ in the soil and must be applied to crops _______________ The insecticides cause _________________ to many animals and can result in death of many ________, __________, ______________ and _________ Animals which have been ____________ or have _______ by the toxin put _______________________ at risk through _______________________ 38 RESISTANCE Due to high rates of _______________, various _________ gradually become resistant to _______________ and ________________ Insects which survive an application of a chemical have __________ which helped them survive pesticides on kill insects which are __________________ After several generations of this selection process, _______ of the insects carry ___________ which will help them survive an application of an insecticide eventually the pesticide becomes _____________ and chemists must search for a ______ poison QUESTIONS 1.In your own words define: (a) Pesticide (b) Pest 2. Using your own diagram, explain bioamplification 39 3.(a) During the 15th Century, Arsenic, lead and mercury were applied to crops as insecticides. What was wrong with this solution? (b) In 1939, it was discovered that DDT was a potent insecticide used to kill mosquitoes. What was wrong with this solution? (c) Modern insecticides are easily broken down in the body and soil and do not accumulate in fat tissues. What dangers were created by this most recent technological solution? 4. List two advantages and two disadvantages of a pesticide that is low in toxicity and breaks down quickly. Advantages: Disadvantages: 5. Explain why humans can’t adapt to toxic pesticides as quickly as insects 40 Day 11 SNC 1D Unit 1: Sustainable Ecosystems Name: ___________________________ Date: ___________________________ Bioaccumulation is the process whereby a substance (often a toxin) is ingested by a rate greater than it is eliminated in order to be bioaccumulated, the substance has to be fat soluble or lipophilic – this means it dissolves in fatty tissue; because it is not water soluble, it is not flushed out in urine can be either beneficial or devastating to the organism ingesting the substance Example: i) Monarch butterflies eat milkweed. Milkweed contains poisonous toxins that are stored in the butterfly tissues but do not harm it. This bioaccumulation of poisons is beneficial to the butterfly because many butterfly predators like birds have evolved to avoid Monarch butterflies and their poison. Biomagnification occurs when bioaccumulation leads to increasing concentrations of a substance (usually a toxin) in the tissues of organisms as one moves up through successive levels in a food chain. Example: The heron eats 5 grasshoppers and ends up A fat-soluble pesticide is sprayed at a low with 500 ppm of the pesticide. level (0.001 ppb or 0.001 g of pesticide per 1 000 kg of grass) on the grass in an effort to control insects. Each grasshopper eats a great many blades of grass. They bioaccumulate the pesticide in the fat in their bodies so that each grasshopper contains way more pesticide than there is in just one blade of grass. The heron eats 5 of these grasshoppers and so receives all of the pesticide that was in each one. The pesticide has been biomagnified as it traveled up the food chain so that now it exists at a much higher concentration in the heron, the top carnivore than in the trophic Each grasshopper takes in levels below. 100 ppm Grass with 0.001 ppm pesticide. 41 42 Assignment: DDT in a Food Chain DDT (dichloro-diphenyl-trichloroethane) is a man-made agricultural pesticide designed for killing crop pests that was once used in North America. DDT spread on crop land ended up in water run-off and was absorbed in the tissues of algae in aquatic ecosystems. Study the following food web. Below the name of each organism is a number that indicates the amount of DDT in the organism’s tissues in parts per billion (ppb). One part per billion = 0.001 g (0.001 g of DDT per 1 000 L of seawater solution). 1000 L Seabirds 2 800 ppb Dolphins 5 200 ppb Fish 43 ppb Squid 22 ppb Plankton (tiny water plants) 1.7 ppb Seawater 0.0001 ppb Questions to Answer 1. Choose the correct phrase within the bracket to correctly complete this statement: When used as a pesticide, DDT was normally spread (on cropland, in lakes and rivers, in the ocean). 2. How did DDT enter the seawater in the aquatic ecosystem in the diagram? How did it get into the plankton? 3a) Which organisms in the food web shown contain the most DDT? b) At which trophic level(s) are the organisms you chose to answer 3a)? c) What is the relationship between the trophic level of an organism and the concentration of DDT in its body? d) Will decomposers and scavengers likely end up with more DDT or less DDT in their tissues compared to the dolphins in the diagram ? Explain. e) Explain how the terms “bioaccumulation” and “biomagnification” can be used to describe what is shown in the food web. 43 4. Use an example to explain how an organism living hundreds of kilometres from an area that had been sprayed with DDT might get DDT in its body. 5. Vitamin C and many other vitamins are water soluble so excess amounts are eliminated in urine. Many other substances, like DDT, are fat soluble (lipophilic) and end up staying in body fat rather than being eliminated in urine. Does this characteristic of DDT make it more desirable as a pesticide or does it make it less desirable as a pesticide? Explain. 6. The molecules of any of the pesticides used today break down reasonably quickly in the environment. In contrast, DDT has a molecular structure that remains toxic for many years. Does this characteristic of DDT make it more desirable as a pesticide or does it make it less desirable as a pesticide? Explain. 44 Day 12 Burning fossil Fuels ( pg 116 ) - - ________________gases atmospheric gases that prevent heat from leaving the atmosphere, thus increasing the temperature of the atmosphere __________________effect the warming of Earth as a result of greenhouse gases, which trap some of the energy that would otherwise leave Earth __________________________describes the recent increase of Earth’s temperature as a whole. Earth’s weather and climate is controlled by energy from the sun, which warms it’s surface as it, in turn, deflects the energy back into space. Some of this deflected energy is retained within the atmosphere of Earth by greenhouse gases which prevent the energy from passing into space, thereby preserving heat. It is this process that results in Earth having a temperature which supports life. Global warming has occurred since the 1980's, and during this time, the seven warmest years in global meteorological history have been recorded. If Earth's warming trend continues into the next decade Earth may enter a period of climate change unlike any of the past. Changes in the concentration of heat-trapping gases called "greenhouse gases" have played a major role, because these gases trap the heat and do not let it escape, therefore causing global warming or an increase in climate temperatures. 45 What are the Greenhouse gases? 1.Water Vapor.... is a natural greenhouse gas which is added to the atmosphere by ______________of water and the __________of fuels. 2.Carbon Dioxide.... is second to water vapor which is released through forest fires, burning fossil fuels, the natural rotting of plants, and by respiration. When forests are cut down, less carbon dioxide is removed from the atmosphere. 3.Methane.... is another very effective heat-trapping greenhouse gas. Methane is released by ___________in cud-chewing animals such as cows. It is also released by decaying material in swamps, sewage and landfill sites and by leaks in gas pipes. 46 4.Ozone.... exists naturally and traps ________________________. Ozone near Earth’s surface is produced when sunlight interacts with natural gases and emissions from industries and vehicles. Ozone is a major component of urban pollution and is harmful to life. 5.Nitrous Oxides.... are emitted by industry, vehicles and part of the process of crop growing. 6.CFC's (Halocarbons).... are the most effective heat-trapping greenhouse gases of all. They are involved in industrial and home uses. CFC’s were used as a coolant such as freon in refrigerators and air conditioners. CFC’s are also used as an insulating gas in foam plastics, as a propellant in aerosol sprays, and as a solvent. These CFC’s of halocarbon molecules are released to the atmosphere during the manufacture and the careless use of these products. Reducing Carbon Dioxide in the Atmosphere The Kyoto Protocol is an international agreement to reduce greenhouse gas emissions, which was signed by over 180 countries. To meet the terms of the Protocol, countries can reduce emissions or get credits for removing carbon dioxide from the atmosphere by planting trees in non-forested areas. Since plants remove carbon dioxide from the atmosphere, large areas of trees and other plants, such as forests, are known as carbon_________ Protecting existing forests In July 2008, Ontario announced that roughly half of its boreal forests will be protected. The protected forests will only be used for tourism and traditional Aboriginal purposes. About 225 000 km2 of forests will be protected from logging, mining, and oil and natural gas exploration. Like other forests, the boreal forest in Ontario is a carbon sink, absorbing about 12 million tonnes of carbon dioxide per year. Recycling Recycling helps to reduce carbon dioxide emissions because, in most cases, less energy is needed to make something from recycled materials than from new materials. For example, energy input is reduced by 95 percent when an aluminum product is made from recycled aluminum, rather than a raw material. In 1978,the Recycling Council of Ontario was established in Toronto, Ontario. Through its programs, more than 2.3 million tonnes of waste are recycled or composted each year. 47 Decision-Making Analysis: Assessing a Government Program—Recycling Issue Recycling programs divert wastes from landfills. Recycling was practically unknown only a generation ago. Now, all municipalities in Ontario participate in some form of recycling program. It is not without its difficulties, and making it possible to connect everyone into a recycling network is still a major goal. Background Information Garbage disposal is a major issue for many municipalities across Ontario because the use of landfills only is not a sustainable approach. Landfills have a tendency to fill up. Building new landfills is expensive, and local residents are usually reluctant to have them near their property. Chemicals can leak out of an improperly constructed landfill. Heavy metal contamination from old batteries and electronics is just one example. Blue and grey boxes, green bins, and yard waste composting programs have generally been successful in Ontario . For example, in the City of Toronto, 42 percent of residential waste is redirected from landfills through recycling programs. However, apartment dwellers recycle only 13 percent of their garbage. Suppose that you have been hired by your local council to create an action plan to increase participation in the local recycling program. The council wants you to find out which groups cannot or will not participate in the current recycling program. They also want you to suggest ways to increase participation. Be aware that some members of the council do not see the benefits of recycling. In order to make the case for expanding the recycling program, you have to outline the benefits to them as well. Analyze and Evaluate 1. ScienceSource On the internet, find information about the diversion of solid waste from landfills. Also look in print materials for information on waste diversion from landfills. 2. Research your local recycling program. Find brochures, fact sheets, and newspaper articles to answer the questions below.Who can participate in the program? Businesses, single-family dwellings, apartment buildings? People in rural areas? How does it work? Is there curbside pickup, or do residents have to take their recycling to a depot? Is it difficult for some groups to participate? If so, which groups, and why? 48 Self Check 1. Explain the process of cellular respiration. 2. Describe the greenhouse effect. 3. Make a list of actions you could take to reduce the amount of carbon dioxide being released by the burning of fossil fuels. Day 13 Acid Precipitation(pg 116) acid precipitation rain,snow, or fog that is unnaturally acidic (pH less than_______) due to gases in the atmosphere that react with water to form acids; _______oxide and _______dioxide are produced when fossil fuels are burned. When these gases combine with water in the atmosphere, _______acid and _______acid are produced. Effects of Acid Precipitation Continued exposure to acid precipitation causes forest soils to lose valuable nutrients, such as_______. Although ________does not dissolve in water, it does dissolve in acids, so it can be washed away. On the other hand, acid precipitation increases the amount of _________in soil, which interferes with the uptake of nutrients by trees Acid precipitation can be even more devastating to aquatic ecosystems, because it can l_______ the pH of the water, causing problems for fish, amphibians, and other organisms that live in the water Reducing Acid Precipitation acid precipitation has not disappeared. But improved technologies, such as ___________________to remove undesirable gases from industrial emissions, as well as higher standards for motor-vehicle emissions, have reduced the acidity of precipitation since the 1980s. 49 Populations and Sustainable Ecosystems(pg 77) - population all the individuals of a species that occupy a particular geographic area at a certain time exponential growth accelerating growth that produces a J-shaped curve when the population is graphed against time - - limiting factor a factor that limits the growth, distribution, or amount of a population in an ecosystem 50 Limiting Factors and Exponential growth (pg 78) ______________________the size of a population that can be supported indefinitely by the available resources and services of an ecosystem _________________________the balance between opposing forces Limits on Populations (pg 77) __________________________: represents the maximum number of offspring that a species could produce, if resources were unlimited. LIMITS ON POPULATIONS Using p77-79 in of your textbook, fill in the following worksheet. The population of all species within an ecosystem is limited by various factors. Biotic Potential Biotic potential is ___________________________________________________________________ __________________________________________________________________________________ Biotic potential is regulated by four factors: Factor Affecting Biotic Potential Description 1 2 3 4 Limiting Factors The environment provides _________________ that prevent _____________________ from attaining their _______________ _____________________. 51 Factors that Limit Populations Factors that cause a population to increase Abiotic Factors that cause a population to decrease Biotic Carrying Capacity Communities tend toward stability. Stability is achieved when an ecosystem is at __________________ , when none of the populations exceeds the ____________________ ___________________ of the ecosystem. The carrying capacity is ______________________________________________________________ __________________________________________________________________________________ and is determined by _____________________________________________________________ . Limits of Tolerance Law of minimum: ___________________________________________________________________ _________________________________________________________________________________ . Law of tolerance: ___________________________________________________________________ _________________________________________________________________________________ . The greater the range of tolerance, ______________________________________________________ _________________________________________________________________________________ . Copy Figure 3 on p.79 52 Day 14 Density Dependent and Independent Factors Density-independent factors: __________________________________________________________ _____________________________________________ . e.g. 1) 2) Density-dependent factors: ____________________________________________________________ ____________________________________________ . e.g. 1) 2) Answer p.80 #1-3. Limiting Factors: environmental factor that prevent populations from attaining their biotic potential Factors that cause a population to increase. Factors that cause a population to decrease Abiotic Favourable light Favourable temperature Favourable chemical environment Sufficient territory Too much or too little light Too cold or too warm Unfavourable chemical environment Insufficient territory Biotic Sufficient food Low number and effectiveness of predators Few or weak diseases or parasites Ability to compete for resources Insufficient food High number and effectiveness of predators Many or Strong diseases or parasites Inability to compete for resources pg 84(6,8,15,16,18) 53 SNC 1D Populations and Resources Some Definitions Term Population Exponential growth Name: ______________________ Date: ______________________ Definition all of the individuals of a species that occupy a particular geographic area at a certain time In South Africa’s Kruger National Park, elephants were hunted for their ivory tusks until 1960. After that time, their population grew exponentially, producing a J-shaped population growth curve over time. In nature, exponential growth can only occur for short periods of time. Exponential growth is (sustainable, not sustainable) because ________________________________________________ ________________________________________________ ________________________________________________ Limiting factor Carrying capacity Equilibrium Urban sprawl Intensification a factor that limits the growth, distribution or amount of a population in an ecosystem (e.g. the availability of food can be a limiting factor) the size of a population that can be supported indefinitely by the available resources and services of an ecosystem When a population is maintained at its carrying capacity, the size of the population is at an equilibrium or a balance point so that the number of individuals added to the population balance off the number of individuals that leave or die. the growth of relatively low density human developments on the edges of urban areas often reduces the ecosystem’s carrying capacity for many species increases dependence on the automobile and decreases farmland increasing human population density by requiring that new development occur within existing urban boundaries development that reduces pressure on natural areas and farmland example: Original Building Intensification 54 Read the paragraphs about the Redside Dace below and answer the questions which follow. About 25% of the people in Ontario live in the land around the west end of Lake Ontario (in the areas of Toronto, Windsor, London). This area is often called the Golden Horseshoe. Urban sprawl, resulting from over 200 years of development and industrialization, has greatly altered the ecosystems of this area. The redside dace is a colourful fish about 10 cm in length. It jumps out of the water to capture small insects that fly just above the surface. Because this species needs cool water to survive, it inhabits areas of streams that are shaded with overhanging vegetation. In Canada, the range for this fish is small. Most inhabit streams in the Golden Horseshoe that flow into Lake Ontario. As urban sprawl in the Greater Toronto Area increased during the 20 th century, development led to changes in the abiotic and biotic factors in the streams inhabited by these fish. Two abiotic factors, in particular, were affected. As trees were cut down to make room for human structures, the amount of shade cover around streams decreased. Many streams also experienced an increase in drainage from surrounding areas. These changes led to a reduced carrying capacity for the redside dace. Many populations disappeared. Today, the remaining populations are found in the upper reaches of streams in the area along Lake Ontario known as the Oak Ridges Morraine. There is some residential and agricultural development in the Morraine area but it is not nearly as intensive as it is in the urban areas downstream. Since the lower reaches of streams are no longer suitable for the redside dace, however, the remaining populations are isolated from each other by urban sprawl. 1 a) Identify two limiting factors for the population growth of the redside dace. b) Describe how each of the 2 factors identified in part a) limited growth of the redside dace population. c) Identify one other limiting factor to the redside dace population that is not given in the reading. Explain how this factor would limit the population. 2. When a new housing development begins in Greely or Metcalfe, we may call this an example of “urban sprawl”. Would urban sprawl tend to increase or to decrease the carrying capacity for native organisms (like forest and wetland species) in the area? Explain your answer. 55 3. One policy that Ontario has adopted to reduce urban sprawl is intensification. Assuming the area of the Golden Horseshoe continues to develop, how might intensification help to maintain the carrying capacity of the area for the redside dace? 4. One of the objectives of the Oak Ridges Moraine Conservation Act is to “ensure that only land and resource uses that maintain, improve or restore the ecological and hydrological functions of the Oak Ridges Moraine Area are permitted.” a) Explain in your own words what this objective means. b) Explain how this objective could help to maintain or increase the carrying capacity of the area for the redside dace. Today’s Big Ideas: Populations tend to increase exponentially when there are available resources. When resources that are needed by populations become limited, the carrying capacity of an ecosystem has been reached. Human alterations of an ecosystem, such as through urban sprawl, often reduce the carrying capacity of the ecosystem for other species. 56 Day 15 Interactions Among Species ecological niche the way that an organism occupies a position in an ecosystem, including all the necessary biotic and abiotic factors For the big brown bat, the biotic niche factors include all the insects that it eats, its competitors, such as the common night hawk, and its predators. The abiotic niche factors include the places it uses for roosting and hibernation, the time of night it hunts for food, the airspace it flies through when hunting, and the temperature range it can tolerate. predator an organism that kills and consumes other organisms prey an organism that is eaten as food by a predator Bottom-Up Population Regulation A plant-eating species, such as a grasshopper, is the prey for a predatory carnivore, such as a shrew. If the grasshoppers consume too many of the plants they eat for food, their numbers may eventually decline due to lack of food to support the population. If the population size of the grasshoppers decreases, there will be less food for the shrews. As the food that the shrews eat decreases, the number of shrews will eventually decrease too. Top-Down Population Regulation A population of prey, such as rabbits,increases in number. With more rabbits to eat, the population of predators, such as coyotes, will also increase in size. As the coyote population increases, the coyotes consume more rabbits, leading to a decrease in the rabbit population 57 Deer: Predation or Starvation Name __________________________ Introduction: In 1970 the deer population of an island forest reserve about 518 square kilometers in size was about 2000 animals. Although the island had excellent vegetation for feeding, the food supply obviously had limits. Thus the forest management personnel feared that overgrazing might lead to mass starvation. Since the area was too remote for hunters, the wildlife service decided to bring in natural predators to control the deer population. It was hoped that natural predation would keep the deer population from becoming too large and also increase the deer quality (or health), as predators often eliminate the weaker members of the herd. In 1971, ten wolves were flown into the island. The results of this program are shown in the following table. The Population Change is the number of deer born minus the number of deer that died during that year. Fill out the last column for each year (the first has been calculated for you). Year Wolf Population Deer Population Deer Offspring Predation Starvation Deer Population Change 1971 10 2,000 800 400 100 +300 1972 12 2,300 920 480 240 1973 16 2,500 1,000 640 500 1974 22 2.360 944 880 180 1975 28 2,224 996 1,120 26 1976 24 2,094 836 960 2 1977 21 1,968 788 840 0 1978 18 1,916 766 720 0 1979 19 1,952 780 760 0 1980 19 1,972 790 760 0 1. Graph the deer and wolf populations on the graph below. Use one color to show deer populations and another color to show wolf populations. 58 Analysis 1. Describe what happened to the deer and wolf populations between 1971 and 1980. 2. What do you think would have happened to the deer on the island had wolves NOT been introduced? 3. Most biology textbooks describe that predators and prey exist in a balance. This "balance of nature" hypothesis has been criticized by some scientists because it suggests a relationship between predators and prey that is good and necessary. Opponents of this hypothesis propose the following questions: Why is death by predators more natural or "right" then death by starvation? How does one determine when an ecosystem is in "balance"? Do predators really kill only the old and sick prey? What evidence is there for this statement? What is your opinion of the balance of nature hypothesis? Would the deer on the island be better off, worse off, or about the same without the wolves. Defend your position. 59 Day 16 BIODIVERSITY AND SUSTAINABILITY Biodiversity ( see powerpoint ) Biodiversity also refers to the variety of ecosystems found on Earth. This includes human-made ecosystems, such as farms, as well as the variety of naturally occurring ecosystems. Because different ecosystems provide different services, it is vital that we maintain as many types of ecosystems as possible. Definition: Biodiversity is a _____________________________. It is often measured by counting the number of _____________ in a specific habitat or ecosystem. Biodiversity is reduced by _____________ conditions. For example, there tends to be _________ species in areas that are very hot, very cold, very dry, or very acidic. High levels of ______________ can also reduce biodiversity because they benefit certain species while harming the majority. We, as humans, depend on biodiversity. Ecosystems : provide humans with many services. Ecosystems supply food, fuel, _____________, and _______________. cycle ______________ and ____________________ wastes. contain animals that help ______________ crops and _______________ seeds. provide us with recreational activities to appreciate God’s creation. All the species contained in ecosystems contribute to the services listed above. Therefore, we ought to be stewardly and put effort into maintaining biodiversity. Human activity has caused all levels of biodiversity to decrease at an unprecedented rate. The five major causes of this are: • ______________ change •___________________ • __________________ • __________________ • __________________ Habitat Change When human alter habitats, the species with them either die or move to another place. Throughout the biosphere, habitat change is the _____________ common cause of the reduction in biodiversity. Humans change habitat for many reasons, including: ________________, ______________, and ____________ development. Southern Ontario, where we live, used to be covered in deciduous forests. Now it is dominated by farms, small patches of forest, and cities & towns. Habitat change is the process by which humans alter a habitat enough so that the ___________ species can no longer live there. Native species are species that normally live in that habitat. If their habitat changes, they either die or move to another habitat. Throughout the biosphere, habitat change is the most common cause of declines in the populations of many species. Deforestation – the practice of clearing forests for logging or other human activities and never replanting them. Overexploitation When we use resources faster than they can be replaced, we often cause many species to become_____________. Around the world, many species of fish have been overfished, resulting in the collapse of fish populations. In Atlantic Canada, the cod fishery collapsed and was closed in the early 1990s – it still has not recovered. Since the early 1950s, and estimated 90% of the world’s large fish have been removed from the oceans. Water itself has often been overused and mismanaged as well. Many lakes around the world have dried up because of overuse in farming. Rivers are often diverted from their natural flow causing other troubles for ecosystems. 60 Pollution ( pg 134 ) Water can become polluted very easily. Pollution can enter water sources in different ways. ___________source pollution come from specific, identifiable sources such as: oil spills, waste water from industries, and untreated wastewater from sewage treatment plants. ____________source pollution enters water bodies indirectly, when rain or snow travels over land picking up the pollutants such as fertilizers and pesticides, then dumps it into streams or lakes. Salt runoff from roads is another example of non-point source pollution. Water pollution is obviously a serious problem because all living things need water to survive. Pollution is any substance added to the environment that produces a condition that is harmful to organisms. One example of pollution is solid waste that cannot be recycled. The garbage you put out on the curb or take to the landfill is solid waste. Currently, most garbage goes to landfills, where it is prevented from entering the environment. Garbage that does not enter the landfill and litter contaminate ecosystems. Another form of pollution is air pollution. One of the most important pollutants worldwide is human-produced carbon dioxide gas. Automobiles, airplanes, power plants, and factories all emit carbon dioxide. Increased levels of carbon dioxide have caused global temperatures to rise. This, in turn, is accelerating global climate change. Water can become polluted very easily. Pollution can enter water sources in different ways . _______________________pollution enters a body of water at a specific place from an identifiable source. Oil spills from tankers, waste water from pulp and paper mills, and partly treated waste water released from a sewage treatment plant are examples of point-source pollution. _______________________________pollution enters bodies of water indirectly when water from rain or snow travels over land and picks up pollutants from many different sources before entering a stream or a lake. Fertilizer and pesticide run-off from farms and salt runoff from roads are both examples of non-point source pollution. Since all organisms need water, all organisms are exposed to the pollutants water contains. Climate Change When climate change occurs in a region, average temperatures may rise or fall, the amount of rainfall may increase or decrease, and even wind directions can be affected. For species to survive, they must adapt to the new conditions. However, global warming is occurring rapidly and many species cannot adapt quickly enough. In the arctic, species that rely on ice packs (such as seals and polar bears) are losing their habitat and their populations are decreasing. Invasive species ( Zebra Mussels ) pg 42-44. Increased international travel and trade have introduced non-native species to all parts of the world. The Great Lakes are part of a very important shipping route. When the Welland Canal was built, ships could bypass Niagara Falls and bring zebra mussels (which attached themselves to the ships) into all of the Great Lakes. Until the building of the Welland Canada, Niagara Falls acted as a natural barrier to invasive species. Invasive species such as the zebra mussel often tend to out-compete native species because they have no natural predators in their new ecosystems. - alien species a species that is accidentally or deliberately introduced into a new location invasive species a species that can take over the habitat of native species or invade their bodies Complete pg 44 ( 1-3) pg 47(11,12) 61 Day 17 Name: _______________________________ Date: ___________________________ Invasion by a Foreign Species into an Ecosystem Many plants and animals have been imported into a new ecosystem either by design or by accident. Many arrive on ships, or in the packing of the crate containing a shipment and “come ashore” entering the new ecosystem. Purple Loosestrife Using the internet go to this site: http://www.ducks.ca/purple Go to the “Frequently asked questions” section to answer the following: 1. Is this species a producer, consumer, scavenger, or decomposer? ____________________________ 2. Where did the purple loosestrife come from? ____________________________ 3. When did it arrive in North America? ____________________________ 4. How did it enter North America? ____________________________ 5. What are some of the nicknames for purple loosestrife? ________________________________________________________________________________ 6. What affect has this species had on the ecosystem that it has invaded? ________________________________________________________________________________ ________________________________________________________________________________ 7. How does it spread? ________________________________________________________________________________ ________________________________________________________________________________ 8. How can you get rid of it? ________________________________________________________________________________ ________________________________________________________________________________ Whether an exotic species has been introduced to an ecosystem on purpose, or by accident, there are often natural species that are endangered as a result. The Zebra Mussel Use your textbook to answer the following questions. The information that you will need is on pages 42 – 44. 1. Is this species a producer, consumer, scavenger, or decomposer? ___________________________ 2. Where did the zebra mussel come from? ____________________________ 3. When did it arrive in North America? ____________________________ 4. How did it enter North America? ____________________________ 5. What effect has the zebra mussel had on other organisms in the water ecosystem? Pearly mussel Ducks Hydra Perch Algae 62 6. Zebra mussels remove pollutant from the water. Each adult mussel draws in __________ L of water daily, retaining the ____________________ and expelling the water. So much water is filtered that Lake Erie is _________% clearer now, compared to before the arrival of the mussels. The filtering of pollutants does not come without a cost: The pollutants store in zebra mussels are ________________________________________________________________________ 7. Ecologist are speculating about the negative effects of reducing the algae population: Algae are ______________________________________________________ in the lakes. Clearer water poses a threat because____________________________________________ __________________________________________________________________________ 8. What cost has occurred because of the zebra mussel? 63 Independent Research : Biology Sustainable Ecosystems Name _____________________ Assess, on the basis of research, the impact of a factor related to human activity (e.g., urban sprawl, introduction of invasive species, overhunting/overfishing) that threatens the sustainability of a terrestrial or aquatic ecosystem. Consider the issue : the great lakes constitute an important shipping route. Foreign ships often empty their ballast water, which can contain invasive species directly into the lakes. The goby, which was likely imported in ballast water, is an aggressive fish that has been taken over the spawning grounds of some native species, threatening the balance of the ecosystem. Answer the questions that follow : 1. How has suburban development of the Niagara Escarpment or the Oak Ridges Moraine affected local ecosystems. ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ 2. How has the zebral mussel population in Lake Erie affected aquatic species and water quality ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ 3. How has commercial logging affected the sustainability of forests in Northern Ontario. ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ 4. Watch video www.teachersdomain.org Biological Invaders. a. What is meant by the term "biological invader"? How do these invaders travel from their native areas into new ones? ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ b. Why are Hawaiian officials concerned about the brown tree snake? What evidence do they have to justify their concern? ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ___________________________________________________________________________________________________ 64 c. How can we fight biological invaders? ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ d. Discuss the following statement made at the end of the segment: "My suspicion is that of all the things we have done to the planet so far ... that [which] will be the most visible in the fossil record in a million years is going to be these biological invaders." ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ 5. Watch 3 videos on www.howstuffworks : zebra mussels. Watch video on you tube Zebra Mussels, Gobi Fish, and the Great Lakes. Make notes below. 65 Hotspots in Ontario A biodiversity hotspot is a place where there are an exceptionally large number of species in a relatively small area. Two hotspots in Ontario are the Carolinian Canada and the Georgian Bay Biosphere Reserve. The Carolinian Canada ecosystem, of which Hamilton is a part, represents only 1% of Canada’s landmass, but it has more species than any other ecosystem in Canada. It is home to approximately 2200 plants and 40% of Canada’s breeding birds. Some hotspots are given special status as World Biosphere Reserves which protects them from development. The Niagara Escarpment and Long Point on Lake Erie are two of Canada’s areas designated as World Biosphere Reserves. They are home to a variety of wetlands, species of ducks and migrating shorebirds. Wetlands Wetlands such as bogs and marshes are a very important part of freshwater ecosystems. They are large areas of shallow water or saturated soil. They are nutrient rich and support a large variety of fish, amphibians, insects, and birds. Wetlands act as huge sponges and play a very important role in filtering water in the water cycle. They cover about 6% of Earth’s surface and Canada is home to approximately 24% of the world’s wetlands. They have often been drained for agriculture and building homes, but scientists are realizing the importance of protecting them as we learn more about their role in nature. Watch video teachersdomain : The Value of Wetlands What are some characteristics of wetlands? What types of animals depend on wetlands? What can humans do to protect and restore wetlands? What do you think is the most convincing argument in favor of people's need to preserve wetlands? Explain your answer. How did the disappearance of wetlands contribute to the damages caused by Hurricane Katrina? 66 Day 18 Name: _______________________________ Date: _______________________ Canada's Endangered Species and Extinction Refer to pages 14-19 in Science 10. Complete the table on the following page based on the Table 1, p.14 and the examples given on the map on p.14-15. Answer Understanding Concepts #2 p.15. Species Wood Turtle Classification Explanation Furbish's Lousewort Greater Prairie Chicken Add the species in the question to the examples column of the table. Complete the following concept map as a class on the causes of extinction: Natural Extinction Human Effects of Extinction The _________________________ of _________________________ in an ecosystem is described as the biological diversity or _________________________ of the ecosystem. Because every organism in an ecosystem is _________________________ to all the other organisms, the _________________________ in _________________________ caused by the extinction of a single species can cause a " _________________________ _________________________." 67 Overhunting of sea otters along the Pacific coasts of Asia and North America removed the _________________________ of the _________________________. Predictably, the number of sea urchins grew rapidly. Sea urchins eat _________________________, a form of seaweed. As the number of sea urchins grew, the amount of kelp _________________________, and so did the fish that relied on the kelp bed ecosystem for _________________________ and _________________________. Answer Understanding concepts #2, p.19 in the following table: Factor Poor Reproductive Success Example Why could it lead to Extinction? Competition from a Newly Introduced Species Change in Climate Hunting by Humans CLASSIFICATION EXTINCT ENDANGERED EXTIRPATED THREATENED VULNERABLE CLASSIFICATION SYSTEM FOR AT-RISK SPECIES DESCRIPTION EXAMPLE(S) REASON FOR DECLINE Hypothesize POSSIBLE IMPACTS ON ECOSYSTEM 68 Complete the following table on an at-risk species of your choice. Use the website: www.speciesatrisk.gc.ca Species at Risk Year of Designation Risk Category Range Description Causes for decline in Population(s) Efforts to protect and recover population(s) Banff Longnose Dace Using the internet, go to the following site to answer the questions below: http://www.speciesatrisk.gc.ca/Species/English/SearchDetail.cfm?SpeciesID=71 1. Is this species a producer, consumer, scavenger or decomposer? _______________________ 2. What is the risk category of this species? _____________________________ 3. Describe this species: ___________________________________________________________ ________________________________________________________________________________ 4. Describe the habitat of this fish: _____________________________________________________ ________________________________________________________________________________ 5. What were the three main limiting factors for this species? 1) __________________________________________________________________________ 2) __________________________________________________________________________ 3) __________________________________________________________________________ 69 Watch video www.teachersdomain.org peregrine falcon What physical characteristics of the peregrine falcon make it such an excellent hunter? What was the primary environmental reason cited in the video for peregrines becoming an endangered species? How did this cause a decline in bird populations? Why do you think the repopulation of the peregrine falcon has been such a success? What are the major characteristics of the peregrine's preferred habitat? Day 19 Human Activities and Carrying Capacity Urban sprawl is a term that is used to describe a city’s growth as its population increases. In urban sprawl, people build new homes and new businesses near the outer edge of a city. Urban sprawl is one form of development that reduces the carrying capacity for many species. Negative effects from urban sprawl include more dependence on automobiles, decreased farmland as roads are built, and reduced carrying capacities for native organisms. The Golden Horseshoe is the land around the west end of Lake Ontario. Urban sprawl, resulting from over 200 years of development and industrialization, has greatly altered the ecosystems in this area. The redside dace, looks like an aquarium fish colourful and about 10 cm long. Because this species needs cool water to survive, it inhabits areas of streams that are shaded from overhanging vegetation. In Canada, the range of these fi sh is small. Most inhabit streams in the Golden Horseshoe that flow into Lake Ontario. As urban sprawl in the Greater Toronto Area increased during the 20th century, development led to changes in the abiotic and biotic factors in the streams inhabited by these fish. Two abiotic factors, in particular, were affected. As trees were cut down to make room for human structures, the amount of shade cover around streams decreased. Many streams also experienced an increase in drainage from surrounding areas. These changes led to a reduced carrying capacity for the redside dace. Many populations disappeared. Today, the remaining populations are found in the upper reaches of streams in an area that is known as the Oak Ridges Moraine, some residential and agricultural development, but the development is not nearly as intensive as it is in the urban areas downstream. Since the lower reaches of the streams are no longer suitable for dace, however, the remaining populations are isolated from each other. 70 Questions 1. Explain why exponential growth is not sustainable in nature. 2. Some whiptail lizard populations have no males because the females only produce daughters. If one of these whiptail lizards produces 10 daughters per year, and these daughters breed after one year, how many whiptails will there be after two years? (Assume that no lizards die or move to other areas.) 3. Identify two factors that limited the growth of the redside dace,and describe how they limited its growth. Then identify one other factor, not mentioned in the section, and describe how it could limit the growth of this species. 4. One of the objectives of the Oak Ridges Moraine Conservation Act is to “ensure that only land and resource uses that maintain, improve or restore the ecological and hydrological functions of the Oak Ridges Moraine Area are permitted.” Explain how this objective could help to maintain or increase the carrying capacity of the area. 71 72 73 74 75 URBAN SPRAWL Read the Article: Nature at Risk: Urban Sprawl in Ontario and answer the following questions. 1) The best meaning for the word “sprawl” used in the article is a) Compact growth b) Urban renewal c) More land use per person d) Townhouses 2) Ontario’s population is expected to grow to 14 million primarily due to a) Births b) Deaths c) Emigration d) Immigration 3) Which of the following will not help Toronto curb sprawl? a) Welcoming more compact row housing b) Building more highways and sewer systems c) Redeveloping abandon industrial areas along the waterfront d) Introducing legislation to preserve rural areas around the city 4) What are three ideas behind smart growth? 5) What do you think Orillia should do to stop urban sprawl? Explain your answer. 76 Unit Review pg 160(1-14, 20) Unit 3 Review Multiple Choice Identify the choice that best completes the statement or answers the question. ____ 1. Which term is best described as a complex, self-regulating system where biotic and abiotic factors interact with each other? a. biome c. habitat b. ecosystem d. forest ____ 2. Which of the following is considered to be a biotic factor in the environment? a. moss c. water b. sunshine d. gravel ____ 3. Which Canadian biomes would you pass through if you started at Niagara Falls, on the south shore of Lake Ontario, and drove north to the coast of Hudson Bay, just west of James Bay? a. boreal forests, then deciduous forests, then tundra b. deciduous forests, then temperate coniferous forests, then tundra c. deciduous forests, then boreal forests, then tundra d. deciduous forests, then boreal forests ____ 4. Which component of the biosphere includes the marine and freshwater biomes? a. taiga c. lithosphere b. hydrosphere d. atmosphere ____ 5. Which of the following describes the process of liquid water changing to a gas? a. precipitation c. condensation b. evaporation d. melting ____ 6. The nitrogen in the air has to be converted to a different form before it can be used by organisms. What process must occur to nitrogen found in the air before it can be used in this way? a. a cycle involving bacteria c. a cycle involving the Sun b. nitrogen fixation involving the Sun d. nitrogen fixation involving bacteria ____ 7. What substance uses energy from the Sun to combine a component of the air with water so that plants can grow? a. nitrogen c. chlorophyll b. ammonia d. carbon dioxide ____ 8. In the boreal forest there are several species of grasses that live amongst the trees. Grasshoppers eat this grass, and become food for the frogs living in a nearby pond. Snakes from the forest will often catch these frogs near the water’s edge. Which organism in this food chain would be the primary consumer? a. the snake c. the grass b. the frog d. the grasshopper ____ 9. In the boreal forest there are several species of grasses that live amongst the trees. Grasshoppers eat this grass, and become food for the frogs living in a nearby pond. Snakes from the forest will often catch these frogs near the water’s edge. Sometimes a hawk will dive down and eat the snakes caught out in the open. What percentage of all the energy stored in the grasses does the hawk receive when it eats a snake? a. 0.01% c. 1% b. 0.1% d. 10% ____ 10. Hawks, owls, and wolves feed on mice but the mouse population has been decreasing. What term below describes what will happen between the hawk, owl, and wolf? a. competition c. mutualism b. predation d. commensalism ____ 11. A jellyfish paralyzes a tiny fish with its poisonous tentacles. Which of the following describes the fish? a. host c. predator b. prey d. parasite 77 ____ 12. To maintain biodiversity, we need to use ecosystems in a sustainable way. What does it mean to use an ecosystem in a sustainable way? a. using all of the resources in the ecosystem to help energy flow b. not overusing the resources in the ecosystem, so future land development can still occur in those areas c. using all of the resources in the ecosystem to help the natural cycles d. not overusing the resources in the ecosystem, so future generations can also meet their needs ____ 13. Habitat change, overexploitation, pollution, invasive species, and climate change are all caused by human interference in ecosystems, and all result in a loss of what important aspect of Earth’s ecosystems? a. biodiversity c. abiotic elements b. species populations d. climate ____ 14. Pollution that enters ecosystems indirectly through snow melting or runoff are referred to by what term? a. runoff c. point sources b. sewage d. non-point sources ____ 15. Pesticides are most likely to be found in runoff from what source? a. factories c. farm fields b. homes d. roads ____ 16. The dog-strangling vine was brought to North America as a house plant. But it has now spread into wilderness areas, smothering many native species and causing monarch butterfly populations to decrease. What term describes the dog-strangling vine? a. native species c. non-point species b. overexploited species d. invasive species ____ 17. Which term describes a species at risk of becoming endangered if certain limiting factors to population growth are not reversed? a. endangered c. extirpated b. threatened d. special concern ____ 18. Which level of risk for species in Canada could be best described as a “local extinction”? a. threatened c. extirpated b. endangered d. special concern Completion Complete each statement. 19. The ____________________ biome in Canada includes trees that lose their leaves in the winter. 20. The ____________________ is the most important system on Earth, and is composed of all the biomes. It is where are life on Earth is found. 21. Nitrifying bacteria in the soil convert ____________________, which plants cannot use, into nitrites, then nitrates, which plants can then absorb through their roots. 22. Consumers called ____________________, like earthworms and maggots, feed on wastes and the remains of dead animals in order to obtain the energy and nutrients they need. 23. The amount of sunlight reaching the forest floor is an example of an abiotic _________________________, since a lack of sunlight prevents many plant species from surviving in that area of the ecosystem. 24. Ships from faraway waters have often emptied their ballast tanks when reaching Canada, introducing marine _________________________ like the zebra mussel and round goby to Ontario waterways. 25. _________________________ is currently causing climate change, as average temperatures increase and biodiversity is lost and organisms cannot adapt fast enough to the changes. 78 26. Acid precipitation occurs when emissions containing nitrogen and ____________________ are released into the atmosphere through industrial, mining, and transportation processes. Modified True/False Indicate whether the statement is true or false. If false, change the identified word or phrase to make the statement true. ____ 27. The deciduous forests biome has large trees with cones and needles, such as spruce and fir. ____ 28. Invasive species tend to outcompete native species because they do not have limiting factors like natural predators to keep their numbers in check. Short Answer 29. What term describes all the locations in the atmosphere, lithosphere, and hydrosphere where life exists? 30. Identify each type of symbiosis. a) Oxpecker birds eat harmful ticks, a meal they enjoy, that live on the skin of a hippopotamus. b) Hawks build their nest on a cactus. The cactus is not harmed. c) The velvet mite is a plant organism that harms or kills its host. 31. What is a pesticide? Give one example of a common pesticide.
