Ecology

1
Unit II

• Ecology

2

• Ecology is the scientific study of interactions
  among organisms and between organisms and their
  environment
• To understand the relationships within the
  biosphere, we have to ask questions that range
  from an individual to the entire biosphere

3
Levels of Organization

• Species a group of organisms similar to one
  another that breed and produce fertile offspring
• Population groups of individuals that belong to
  the same species in the same area
• Communities assemblages of different
  populations of different species that live
  together in a defined area
• Ecosystem collection of organisms that live
  together in a particular place, together with the
  physical environment
• Biome a group of ecosystems that have similar
  climate and similar dominant communities

4
(No Transcript)
5
Levels Within Levels

• An ecosystem is a collection of all the organisms
  that live in a particular place, together with
  their nonliving, or physical, environment. Within
  an ecosystem, there are several levels of
  organization. Your school and its grounds are
  similar to an ecosystem.
• What living things are found in and around your
  school?
• What nonliving things are found in your school?
• Into what large groups are the students in your
  school divided?
• Into what smaller groups are these large groups
  divided?
• Are these groups ever divided into even smaller
  groups? If so, what are these groups?

6
Earths Biosphere

• The Biosphere spans from 8km above the earths
  surface to 11km below the oceans surface
• In addition to the biotic portion (i.e.
  populations of organisms) the biosphere is made
  up of three (3) major divisions of abiotic
  environment.
• Lithosphere the soil and rock or earths crust
• Atmosphere the gases surrounding the earth
• Hydrosphere all of earths water, whether
  gaseous, liquid or solid
• Note Biotic refers to living and abiotic refers
  to non-living

7

• The earth is considered a closed system, a system
  in which nothing enters or leaves
• Apart from energy from the sun
• Of all the light energy that strikes the Earths
  surface, only 0.06 is used by producers to
  convert into chemical energy through
  photosynthesis
• That 0.06 is enough energy to create 170 billion
  tons of new organic matter per year!

8
Energy Flow

• Sunlight is the primary source of energy for life
  on earth some organisms however are able to use
  energy stored in inorganic chemical compounds
• Ex. the fresh minerals spewed from deep undersea
  geysers sustain life where light does not exist
• An organism that produces its own food from
  sunlight are called autotrophs because they make
  their own food the common name for these
  organisms is producers
• Photoautotroph energy from the sun
• Chemoautotroph energy from inorganic chemicals

9

• Photosynthesis is the process by which light
  energy is used to power chemical reactions that
  convert carbon dioxide and water into oxygen and
  energy rich carbohydrates
• General equation
• CO2 H2O light energy? carbohydrate O2
• when chemical energy is used by chemosynthetic
  organisms instead of light, it follows a similar
  equation.

10

• Organisms that rely on consuming other organisms
  are called heterotrophs the common name is
  consumers
• Herbivore organisms that eat only producers
• Carnivores organisms that eat only other
  consumers
• Omnivores organism that eat both producers and
  consumers
• Energy flows in one direction only, from the sun
  or inorganic compounds to the autotrophs and then
  through various heterotrophs

11

• Food chain a series of steps in which energy is
  transferred from producer through various levels
  of consumers by eating or being eaten
• Food Web in most ecosystems, feeding
  relationships are not so simple some producers
  are consumed by more than one organism, and that
  organism in turn takes part in many different
  food chains. A food web links all the food
  chains in an ecosystem together

12

• Each step in the food chain is called a trophic
  level
• Producers are always the first trophic level

13
(No Transcript)
14
Ecological pyramids

• A pyramid has wide base that get progressively
  narrower as it approaches its vertex
• An ecological pyramid is a diagram that shows the
  relative amounts of energy or matter contained
  within each trophic level
• Pyramid of Energy describes the relative amount
  of chemical energy at each trophic level
• 10 rule only about 10 of the energy at each
  trophic level moves on to the next level
• Question Where does the other 90 go?
• Answer organisms use that energy during life
  processes such as locomotion, respiration and
  reproduction

15

• Biomass Pyramid represents the total amount of
  living tissue within a given trophic level it
  also represents the amount of potential food
  available at each level
• Usually expressed in terms of grams organic
  matter per unit area
• Pyramid of Numbers based on the actual number of
  individual organisms at each trophic level
• This can easily differ from the other pyramids,
  as in a forest ecosystem, a single tree may
  sustain a multitude of other organisms which
  consume it

16
Pyramid of Numbers Shows the relative number of
individual organisms at each trophic level.
Energy Pyramid Shows the relative amount of
energy available at each trophic level.
Organisms use about 10 percent of this energy
for life processes. The rest is lost as heat.
Biomass Pyramid Represents the amount of living
organic matter at each trophic level.
Typically, the greatest biomass is at the base
of the pyramid.
17
Its Raining, Its Pouring

• How many times have you had to change your plans
  because of rain? It probably didnt help if
  someone tried to cheer you up by saying, But we
  really need the rain. However, rain is
  important. If it didnt rain, how would living
  things on land get water?
• When rain falls on the ground, it either soaks
  into the soil or runs across the surface of the
  soil. When rainwater runs across the land, what
  body of water might collect the rain?
• From here, where might the water flow?
• After the rain, the sun comes out and the land
  dries. Where does the water that had been on the
  land go?
• Construct a diagram that would illustrate all the
  places a molecule of water might go. Begin with a
  raindrop and end with a cloud.

18
Recycling in the Biosphere

• Unlike the unidirectional flow of energy in the
  biosphere, all matter is recycled within and
  between ecosystem through biogeochemical cycles
  these cycles include
• Water Cycle
• Carbon Cycle
• Nitrogen Cycle
• Phosphorous cycle
• Question Why are these cycles important for
  life?
• Answer recall Unit 2, four major groups of
  organic compounds include carbon, hydrogen,
  oxygen, nitrogen and phosphorous

19
Water cycle

• The process where surface water enters the
  atmosphere is called evaporation water can also
  enter the atmosphere through the leaves of plants
  through a similar process called transpiration
• As the warm air rises it begins to cool,
  condensation is when the water vapor begins to
  coalesce into tiny droplets that form clouds
• When these droplets reach a critical size the
  become precipitation and rain down to earth

20

• After falling to earth, water enters many
  different systems, and flows from one system into
  another a few of these systems include
• Ground water the water seeps underground and
  accumulates into vast reservoirs in porous rock
  underground
• Running water it may enter a stream or lake that
  eventually enters a large body such as an inland
  sea or ocean
• Plants enters through roots and cycle begins
  again
• DYK about 1/3 of all precipitation on land is
  lost to the ocean through runoff?

21
Condensation
Precipitation
Runoff
Seepage
Root Uptake
22
Nutrient Cycle 1Carbon Cycle

• Carbon is a naturally occurring element on earth
• 4 processes move carbon around in the biosphere
• Biological processes such as photosynthesis,
  respiration and decomposition, take up and
  release carbon and oxygen
• Geochemical processes such as erosion and
  volcanic activity may release carbon into the
  atmosphere
• Mixed biogeochemical processes the burial of
  ancient organisms, and their conversion into
  fossil fuels deep underground
• Human Activities mining, cutting, burning
  forests and fossil fuels
• Video 2

23

• What are the main sources of CO2 in the earths
  oceans?

24
Nutrient Cycle 2Nitrogen Cycle

• All organisms require nitrogen to make amino
  acids and nucleotides.
• Nitrogen makes up 78 of the Earths atmosphere
• Nitrogen is brought into the soil through natural
  processes (lightning) or biological processes
  (nitrogen-fixing bacteria) in the form of ammonia
  Video 1
• Ammonia (NH3) is toxic, so nitrifying bacteria
  living in the soil convert it into the less toxic
  form of nitrate (NO3)
• De-nitrifying bacteria destroy both of these
  types of nitrogen compounds, sending it back into
  the air (this prevents a toxic buildup in the
  ground)
• Nitrates are taken up by plants and enter the
  food chain in the form of proteins and nucleic
  acids
• Video 2

25

• Nitrogen is naturally fixed by rhizobium bacteria
  that live in symbiosis with the root systems of
  plants plants supply the carbohydrates, bacteria
  provide the nitrogen, its win-win for both
  organisms involved! Video 3
• Nitrogen is the key component of artificial
  fertilizer
• Nitrogen is a limiting nutrient in agricultural
  systems, the more nitrogen you can put in, the
  greater your return
• Limiting nutrients limit the growth and
  development of the organisms in the region
• Soil erosion carries this fertilizer off farmers
  fields and into wild ecosystems, where it
  violently upsets the balance of these ecosystems
  creating dead zones, and also entering the
  human water supply

26
Nutrient Cycle 3Phosphorous Cycle

• Video 1 Dead Zone 2
• Phosphorous Cycle is a sedimentary cycle, meaning
  the atmosphere does not play a significant role
  in this cycle
• Phosphorous as a mineral enters the ecosystem
  through erosion, the process whereby weathered
  rock is transported via water
• This mineral enters living systems through
  plants, and works its way through the trophic
  levels, finally ending up back in the soil
  through death or waste produced
• This nutrient plays a huge role in stimulating
  algae growth in lakes and coastal regions, which
  eliminates oxygen, choking out all other life
  forms creating a dead zone

27
Recall

• The key elements of Life have a direct relation
  to these cycles
• C Carbon Cycle
• H O Water Cycle
• N Nitrogen Cycle
• P Phosphorous cycle
• Video

28
Nutrient Limitation

• Ecologists study the primary productivity of an
  ecosystem, the rate at which organic matter is
  created by producers
• If one or more of the nutrients necessary for
  life is in short supply, it will limit the growth
  and reproduction of an organism
• When an ecosystems growth is limited by a the
  scarcity of a nutrient we call it a limiting
  nutrient

29

• Question What may be the limiting nutrient in
  the desert?
• Answer Water!
• Question What are the major limiting nutrients
  to growing plants in Saskatchewan? How do we
  overcome these limits?
• Answer Nitrogen, Phosphorous and Potassium we
  overcome these limits by supplementing the
  existing nutrients of the soil with fertilizers
  containing additional nutrients.

30
In-Class Assignment

• On a new piece of loose-leaf paper from your
  binder, complete the activity Farming in the
  Rye on p.79 of your textbook.
• Complete the 4 problems listed and hand-in by the
  end of class.

31
Chapter 3 Assignment

• Complete Chapter 3-x assessment questions
• 3-1 2, 3
• 3-2 1-5
• Also Focus on the Big IdeaInterdependence in
  nature
• 3-3 1-6

32
Ecosystems and Communities

• Weather is the day to day condition of Earths
  atmosphere at a particular time and place
• Describe the weather today
• Climate refers to the average, year-after-year
  conditions of temperature and precipitation in a
  particular region
• Describe the Climate of Regina

33

• Question Why is it that some planets surface
  temperature varies by 500 degrees or more
  depending on day or night, but Earth doesnt?
• Answer Our atmosphere regulates surface
  temperature through the Greenhouse Effect

34

• Quickly sketch a diagram of the Greenhouse effect
  in your notebook

35

• Question Does your proximity to the equator
  affect the amount of sunlight you receive?

• Answer Yes, the closer you are to the equator,
  the greater the intensity of light the further
  you are from the equator the greater the angle of
  incidence (more spread out), which results in
  receiving less light energy

36
What shapes an ecosystem?

• An ecosystem is characterized by its
  characteristic biotic and abiotic factors
• List 3 examples each for possible biotic and
  abiotic characteristics of a Pond ecosystem
• These factors determine the survival and growth
  of an organism and the productivity of the
  ecosystem in which that organism lives
• The area where an organism lives is called a
  habitat

37

• If a habitat is an organisms home address, then a
  niche is its occupation
• A niche is the full range of physical and
  biological conditions in which an organism lives
  and the way in which that organisms uses those
  conditions
• Question What are some of these conditions?
• Answer temperature and moisture requirements,
  the food it eats, how it obtains food, which
  other organisms consume the for food, where it
  lives

38
Fitting In

• Organisms not only live together in ecological
  communities, but they also constantly interact
  with one another. These interactions, which
  include predation and competition, help shape the
  ecosystem in which they live.
• Based on your own experiences, define predation.
  Give one example of predation.
• Based on your own experiences, define
  competition. Give one example of competition.

39
Ecological Interactions

• Competition occurs when an organism of the same
  or a different species attempt to use a resource
  in the same place at the same time
• Resource any necessity for life, water,
  nutrients, light, food or space
• The competitive exclusion principle states that
  no two species can occupy the same niche in the
  same habitat at the same time one species will
  be forced to emigrate or go extinct

40
(No Transcript)
41

• Predation where one organism feeds on another,
  killing it in the process
• Symbiosis any relationship whereby two species
  live closely together further split into three
  main categories
• Mutualism both species benefit from the
  interaction
• Commensalism one species is helped, the other is
  indifferent
• Parasitism one organism lives on or inside
  another organism, harming the other organism in
  the process

42
Ecological Succession

• Ecosystems are constantly changing in response to
  natural and human disturbances. As an ecosystem
  changes, its older inhabitants die out and new
  organisms move in, causing further changes to the
  community
• The series of predictable changes that occurs in
  response to these disturbances is called
  ecological succession

43

• Primary Succession occurs where no soil exists
  typically occurs after a devastating change, such
  as a volcanic eruption or a bare rock beneath a
  quickly receding glacier
• After an island is built through geological
  processes, primary succession includes a pioneer
  species, the first species to populate the area.
• Lichens are typically a pioneer species they are
  composed of an algae and a fungus living as
  mutualistic symbiotes, and can grow on and break
  down bare rock into soil

44

• Secondary Succession follows a less significant
  disturbance, that typically leaves the soil
  intact such as a forest fire or farming
• Nearby community interactions tend to restore the
  ecosystem to original conditions
• it was only recently discovered that forest fires
  play a vital role in maintaining the health of
  ecosystems, by eliminating older and diseased
  trees and activating many seeds on the forest
  floor
• Prescribed burns are now performed in parks
  across Canada as a means to maintain the health
  of the forest.
• Some human disturbances will permanently
  eliminate members of an ecosystem and alter it
  forever to a point where it may not recover.

45

• Succession in marine Systems varies enough to get
  its own category we will refer to this as a
  whale-fall community
• On the seafloor there is no light, but still
  organisms exist with the express purpose of
  decomposition and returning the nutrients into
  the upper ecosystem
• Should a large body (such as a whale) fall to the
  ocean floor
• Scavengers such as hagfish and sharks will
  consume the flesh of the organism
• Once picked clean, the carcass can no longer
  support a large community however the
  surrounding sediment is enriched with nutrients
  that support a variety of worms and other
  organisms
• Chemosynthetic bacteria will consume the skeletal
  remains, who in turn are the producers for a food
  chain that includes mussels, snails and crabs.

46
Assignment

• Biology Worksheet
• Examining the Stages in Ecological Succession
• Receive Worksheet complete using remaining class
  period
• Due Date 2 Class days hence

47
Biomes

• Complete the online activity
• Active Art Assessment BIOMES
• The web link can be found on p.99 of your text
• When finished, use the remainder of the period to
  complete the attached Crossword Communities
  and Biomes

48
Assignment

• Create a Chart in your notebook that includes the
  following headings
• Name of Biome
• Temperature
• Precipitation
• Soil Type
• Dominant Plants
• Dominant Animals
• Other Notable Characteristics
• Read 4-3 and 4-4 pp.98-105 and fill in the chart
  as described above
• Hints turn your page widthwise for the table
  leave yourself plenty of space for your answers
  the table may stretch onto a second page

49
Assignment

• Complete the Activity Analyzing Data Ecosystem
  Productivity on p.111 on a separate piece of
  paper
• Complete questions 1-4
• Due Date 1 class day hence

50
Chapter 4 Assignment

• Read through Chapter 4 and complete the following
  questions from the section Assessments
• 4-1 1-4
• 4-2 1-5 including Writing in Science
• 4-3 2-6 including Focus on the Big Idea
• 4-4 1-5 including Writing in Science
• The underlined portions of this assignment should
  be completed with care and attention to detail,
  as they will be evaluated for quality at the
  conclusion of this Unit

51
Unit 2 Part 1

• We are going to split our Ecology Unit into two
  parts we will assign a review and write an exam
  for this Unit that will correspond to Chapters 3
  and 4 in your textbook

52

• Chapter 3 Review
• Read Study Guide (p.82) and complete the
  following problems from the following Chapter
  Review
• 1-10, 26-30

53

• Chapter 4 Review
• Read Study Guide (p.114) and complete the
  following problems from the following Chapter
  Review
• 1-10, 26, 27, 29-33

54
Populations

• Complete the Inquiry Activity How Populations
  Grow? from p.118 in your text
• each What is the rate of growth year?
• Pairs of rabbits (2)
• Each pair makes six bunnies (x6)
• Net increase each generation of rabbit increases
  by a factor of 3 (triples)
• When graphing your data, use the entire y-axis,
  each square equals 10 rabbits.
• Label your graph appropriately (title, label for
  each axis, etc.)
• Complete Question 1-3

55
Year 1st 2nd 3rd 4th
rabbits 6 18
56
(No Transcript)
57
(No Transcript)
58
Activity Review

• Question Once the original pair of rabbits began
  multiplying, what would happen to the plant
  populations?
• Answer they would decrease at equal rates
• Question If rabbits began to die off, what would
  happen to plant populations?
• Answer they would begin to increase, as there
  would be fewer rabbits around to eat them.

59
Biotic Potential

• The size a population would reach given unlimited
  resources and space
• The factors that prevent this ideal growth are
  called limiting factors
• List some potential limiting factors

60

• FYI Use text to discover the answers to the
  following questions. These answers are your
  notes for this section. ? no need to copy this
  note
• Question What are the three most important
  characteristics of a population
• Answer Geographic distribution, density growth
  rate
• What 3 factors affect population size?
• Answer Number of deaths, number of births,
  number of individuals entering or leaving the
  population

61

• Question What is the difference between
  exponential and logistic growth?
• Answer exponential growth occurs when a
  population grows at a constant rate occurs with
  unlimited space and food, with the absence of
  disease and predators). Logistic growth occurs
  when population growth slows or stops completely
  after a period of exponential growth.
• Question What is carrying capacity?
• Answer when population growth equals zero
  (logistic growth) this represents equilibrium,
  when a population is in balance with its
  environment. (birthsdeaths)

62
Making Connections

• Population Density can be described
  mathematicallyPopulation Density of
  Individuals Area
• Question Suppose there are 150 bullfrogs living
  in a pond that covers an area of 3 km2. What is
  the density of the bullfrog population?
• Answer 150bullfrogs / 3km2 50 bullfrogs/km2

63
In-Class Assignment

• Complete Analyzing Data on p. 123.
• Graph paper is available
• Answer questions 1-4
• When complete, staple or paperclip your
  assignment together and hand in
• Complete Thinking Visually, create a concept
  map of all terms in your notebook

64
(No Transcript)
65
(No Transcript)
66
Limits to Growth

• Question Look at Fig. 5-5 (p.124) how might
  each of these factors increase the death rate of
  a population?
• Possible Answers Include
• Competition lesser fit individuals are unable to
  get resources they need to survive
• Predation individuals are consumed
• Parasitism Disease individuals become less
  fit/dead as a result of infection this prevents
  them from consuming necessary resources
• Drought, etc. access to resources (water, food)
  limited, individuals starve to death
• Human Disturbances access to space, food, clean
  water becomes restricted toxins introduced to
  environment

67

• Wolf and Moose Populations on Isle Royale
• Describe the relationship you observe between
  populations
• Question What is the difference between
  density-dependent and density-independent
  factors?
• Answer Competition, predation and
  parasitism/disease are all natural components to
  ecosystems, members of that biome. These are
  natural mechanisms within the biome to control
  populations and as a result they are
  density-dependent.
• Unusual weather and human interference are
  examples of density independent factors. They
  can occur at any time and serve no natural
  purpose for the health of the Biome.

68
Human Population Growth
Question if you extended this graph hundreds of
years into the future, what would it look like?
69

• Like populations of many other living organisms,
  the size of the human population tends to
  increase with time.
• Question How did the human population manage to
  increase as much as it did?
• Answer
• advances in medicine decreased death rate, and
  fewer infant mortalities increased the birth rate
• The availability of food and water supported
  larger families

70

• A demographic transition is a dramatic shift in
  birth and death rates.
• With advances in medicine, nutrition, education
  and sanitation, more children survive to
  adulthood, and more adults live to a old-age
• When death rates fall, birth rates typically
  remain the same, and as a result our population
  grows
• Did you know Our generation will be the first in
  human history to have a lower life expectancy
  than our parents generation since the bubonic
  plague? What plague are we experiencing now?

71
Answer The united states is about 6, and in
Rwanda about 14.
Question How do the United States and Rwanda
differ in the percentages of 10-14 year olds in
their population?
72

• Question What factors might influence why
  populations in different countries grow at
  different rates?
• Answer birth rates, death rates and age
  structure of population.
• Describe the demographic transition and explain
  how it might affect a countries population
• Answer When it begins, both birth and death
  rates are high. As death rates fall due to
  advances in medicine, nutrition, etc the
  birthrate will remain high. The population will
  adapt to this and eventually the population will
  level out as birth rate slows and even stops.

73

• Why do age structure diagrams help predict future
  population trends?
• Example In Canada, we have a very large elderly
  population, what can you predict about birth and
  death rates in the near future? Do the elderly
  give birth? Are they at greater risk of death
  than others?
• Answer Diagrams include data on younger
  individuals in age groups that will contribute to
  population growth as members of those groups
  mature.

74
Chapter 5 - Review

• Read and complete the following
  sections/questions from Chapter 5
• 5-1 3-5
• 5-2 1-5
• 5-3 1, 2, 4, 5

75
Humans in the Biosphere

• Watch Video Justicia Now
• Questions to follow video
• Copy and complete the following questions in your
  notebook
• What impact did oil exploration and exploitation
  have on the environment and surrounding
  indigenous communities?
• What are 3 things you learned from this video?
• Why do you think the companies involved get away
  with these crimes? Does this happen in Canada?
  Explain how it should be dealt with in Canada.

76
123
77
6-1 A Changing Landscape

• While reading this section, create a 2 column
  Chart like the following

Types of human activities Impact
Ex. Hunting and Gathering Ex. Caused major mass extinction of species such as mammoths and Giant Sloths
78
Question

• What are some of the disadvantages of relying on
  hunting and gathering for your food?
• Answer You may have to move your home to follow
  the animals that sustain you without being cared
  for by humans, some beneficial plants may die due
  to drought or competition with other plants.

79
Question

• What are some advantages to using agricultural
  machines such as tractors and combines?
• Answer vast acreages can be plowed, sown, and
  harvested in less time and with fewer people,
  enabling farmers to produce crops on a large
  scale
• Are there any disadvantages?
• Answer Initial cost? Repairs and maintenance?
  Increased consumption of energy, exhaust gases
  released to environment, noise, etc.

80
Exam Question from this Section

• Fill in the chart below

Type of Human Activity Impact on the Environment
Hunting Gathering
Agriculture
Green Revolution
81
Question

• Cities and Suburbs can grow out of control, and
  be so sprawled out that we run into problems.
  What are these problems and how can they be
  prevented?
• Answer
• Wastes ? reduce reuse recycle!
• Put a cap on how big a city should be able to
  grow outwards (daily commutes in cities like
  Toronto and Calgary are atrocious!)
• Other ideas?

82
Historical footnote

• Norman Borlaug was born on a farm. After
  Receiving his doctorate in Plant Pathology from
  university, he became director of a program in
  Mexico that focused on breeding new and improved
  crops
• In the years that followed, The International
  Maize and Wheat Center near Mexico City, Norman
  was successful at creating new strains/breeds of
  wheat and corn that were able to withstand
  disease and drought with relatively high yields
  (yield is how much grain you get from a given
  area)
• By the 1960s his strains were being planted
  throughout the world, especially in famine
  wracked nations such as India and Pakistan. He
  received the Nobel Peace Prize for his work.

83
Question

• How has an understanding of Biology helped
  mankind?
• Potential Answers creating new crops that can
  survive harsh climates, enriching crops with
  vitamins to prevent blindness others?
• Does this area of study still occur today?
• Answer Yes! For example University or
  Saskatchewan created a strain of rapeseed nearly
  50 years ago and called canola, this is big
  business! U of S is the premier university in
  the world for agricultural research, a very
  profitable science that benefits the world

84
Assignment

• Read 6.1 from your text
• Answer Questions 3, 5 on p. 143

85
6-2 Renewable and Non-Renewable Resources

• Read aloud introduction
• Question What is the tragedy of the commons?

86
Trading forests for food

• During the past 200 years, our neighbours to the
  south (USA) have had their forest lands reduced
  by about 20 This amounts to an area roughly the
  size of Texas
• Worldwide, forests have been reduced in size by
  20 in the last 30 years much of this has been
  cleared in order to grow crops
• The impact of reducing forest cover can include
  more severe destruction from natural disasters
  (forests prevent floods and absorb force from
  hurricanes and tsunami), a reduction in
  biodiversity, less rain and increased CO2 in our
  atmosphere

87
Fisheries

• World fisheries are regions where fish are
  harvested industrially
• In 2000, the world catch was almost 95 million
  metric tons. 86 million came from our oceans.
• World aquaculture amounted to nearly 36 million
  tons
• The top 3 types of fish were sardine, herring
  anchovies at about 25 million metric tons
• The leading countries who fish are China, Peru,
  Japan, India, USA, Indonesia, Chile and Russia
• Pacific Ocean fisheries account for about ½ the
  worlds fish catch

88
Questions

• How does Biological pest control contribute to
  sustainable development?
• Answer It does not create pollution that can
  enter the food chain and harm other organisms

89
Question

• What are two ways in which reforestation might
  affect the biosphere?
• Answer It would prevent further soil erosion
  (which creates relatively lifeless deserts) and
  would reduce global atmosperic CO2 (greenhouse
  gas)

90
Question

• Describe the History of the Cod population in
  Georges Bank between 1980 and 2000.
• Answer in 1980 there were 80,000 tons of cod.
  That total dropped until the late 80s when
  stocks rebounded somewhat. In the early 90s
  stocks dropped significantly, only to begin a
  slow rise.
• By 2000, the amount of fish was less than 1/3 the
  amount present in 1980

91
Interactive Fisheries Activity!(www.phschool.com
cbp-2062 (p.147)

• Copy out the following questions onto a separate
  piece of paper in your notebook
• Were you able to reach your target population by
  changing any single parameter?
• Which parameter did you change that got you
  closest to your goal?
• Is it possible to improve the spawning stock
  biomass by setting only one kind of limitation on
  the fishing industry?
• Once the spawning stock biomass has reached its
  goal do you think that limitations should still
  be put on the fishing industry in future years?

92
Question

• What pathways do the chemicals in the atmospheric
  emissions take on their way to becoming acid
  rain? (figure 6-12)
• Answer The gases combine with water vapor to
  form drops of nitric acid and sulfuric acid,
  which can drift long distances before they fall
  to the ground as rain.

93
Assignment

• Read Section 6-2
• Complete problems 1, 2, 3, 5 (p.149)

94
6-3 Biodiversity

• Predict the definitions of the following terms
  using the underlined term in each.
• Habitat fragmentation
• Invasive species
• Biological magnification

95
Question

• How is the illustration of DDT concentration the
  opposite the pyramid of numbers to the left in
  fig. 6-16 (p. 152)?
• Answer Its like an upside down pyramid the
  concentration of pollution is very small at the
  bottom, and gets bigger as it moves up
• By What number is the concentration of DDT
  multiplied by at each successive trophic level?
• Answer 10

96
Historical Footnote

• DDT (dichlorodiphenyltrichloroethane) was first
  synthesized chemically in the lab during the
  1930s
• It was used during WWII to kill the lice and
  ticks that carried the disease typhus, and later
  to kill mosquitoes that carried the disease
  malaria
• DDT is exteremely effective at killing these
  disease-carrying insects, however the problem is
  that DDT is so stable it doesnt degrade over
  time or break down easily (like a twinkie!)
• To this day it persists in our ecosystems,
  continuing to drive higher level consumers likes
  hawks and eagles to extinction

97

• DYK ? Most of last centuries DDT is trapped in
  the polar ice caps? The accelerated melting of
  these caps observed in the last decade has
  resulted in the release of tons of DDT back into
  ecosystems!
• Question What is being released by melting polar
  caps?
• Answer DDT and other man-made chemicals, along
  with CO2 trapped in the ice is being released
  which creates a GHG feedback loop dissolved
  elements and minerals such as the toxin arsenic
  are also released

98
Tragedy in Minamata

• A tragic example of biomagnification involved
  mercury, a byproduct of the production of
  batteries, fluorescent light bulbs and mining to
  name a few.
• In humans, mercury affects the central nervous
  system (brain and spine), causing paralysis,
  mental illness and death.
• Many years ago, factories located around Minimata
  Bay in Japan disposed of mercury into the ocean
  (many people still consider it a big garbage can)
• this dissolved mercury was absorbed by
  phytoplankton and passed up the food-chain
  eventually it reached dangerous concentration in
  larger fish such as Swordfish and Tuna

99

• Because much of their diet included fish, local
  Japanese populations ingested this mercury, many
  became terribly ill and died, others had
  physically deformed and mentally retarded
  children
• This tragedy is an example of why careful
  scientific study are needed before disposing of
  waste in the environment
• Question Why is it still recommended people
  consume no more than 1 tin of Tuna per week?
• Answer Tuna remain contaminated even after
  several decades of proper disposal of mercury

100
Guided Reading

• During your provided reading time, I will ask
  questions regarding each heading. I will space
  my questions out 3-5 min. Please pause your
  reading when asked each question.
• What is the value of biodiversity? (hint fig.
  6-14)
• Why are habitat alterations a threat to
  biodiversity? (see fig 6-15)
• Why does pollution become more concentrated as it
  moves through the food chain?
• Why are introduced species a threat to
  biodiversity? (see fig 6-17)

101
Assignment

• Read 6-3
• Complete problems 1, 2, 3, 5, 6

102
How Much Should It Cost?

• You may have read that when something becomes
  hard to obtain, its price usually increases. Such
  is the case for materials like gold and diamonds,
  which are nonrenewable resources. Using similar
  thinking, some researchers believe that all the
  valuable services provided by a healthy ecosystem
  should be assigned a dollar value.
• Rank the following items in order of their
  importance to you. Then, next to each item, write
  down how much you would be willing to pay for it.
• Fresh, clean drinking water
• Clean air to breathe
• An endangered plant containing a substance that
  can cure cancer
• Gas for your family car

103
6-4 Charting a Course for the Future

• Question What would happen to the temperature
  of the atmosphere if the amount of greenhouse
  gases increased?
• Answer Like wearing a parka in the summer, the
  atmosphere would become warmer hence Global
  Warming
• QuestionWhat action did nations take to deal
  with the ozone hole?
• Answer Many nation reduced, then finally banned
  the production and use of CFCs

104
(No Transcript)
105
Ecosystem Services
106
In-Class Assignment

• Complete Analyzing Data (p.158) on a piece of
  paper separate from your notes. Hand-in by the
  end of class. This is NOT a group activity.

107
Assignment

• Read 6-4
• Complete Problems (p.160) 1, 2, 3

108
End of Ecology Unit

• Important Dates
• Open-book ecology exam Thursday April 9th
• Closed-book Midterm Exam Friday April 24th
• The unit of Study to follow focuses on Evolution
  and the Classification of Life

109
Ecology Review

• Ch. 5 Populations
• Complete Assessment Problems on p. 135
• 1-10, 24, 25, 27-32
• Review Problems
• Ch. 6 Human Impact on the Biosphere
• Complete Assessment Problems on p.163
• 1-11, 22, 24, 25, 29-31
• Review Problems

110
(No Transcript)
111
(No Transcript)
112
(No Transcript)
113
(No Transcript)
114
(No Transcript)
115
(No Transcript)
116
(No Transcript)
117
(No Transcript)
118
(No Transcript)
119
(No Transcript)
120
(No Transcript)
121
(No Transcript)
122
(No Transcript)
123
(No Transcript)
124
(No Transcript)
125
(No Transcript)
126
(No Transcript)
127
(No Transcript)
128
(No Transcript)