Bio 20 Unit A Energy & Matter in the Biosphere Nordhagen PDF

Unit A: Energy & Matter in the Biosphere Chapter 1 & 2  Topics Energy in the Biosphere Topic 1: Energy in the Biosphere Topic 2: Energy Transfer in the Biosphere Matter in the Biosphere Topic 3: Water Topic 4: Biogeochemical Cycles Energy & Matter in the...

Unit A: Energy & Matter in the Biosphere Chapter 1 & 2  Topics Energy in the Biosphere Topic 1: Energy in the Biosphere Topic 2: Energy Transfer in the Biosphere Matter in the Biosphere Topic 3: Water Topic 4: Biogeochemical Cycles Energy & Matter in the Biosphere Topic 5: Productivity & Equilibrium  The Honorable Harvest Name some native plants that you could identify out in the wild:  The Honorable Harvest LET’S PLAY NAME THAT PLANT! All of the plants that you will see are commonly found in and around the Edmonton area The Honorable Harvest LET’S PLAY NAME THAT PLANT! Is this plant a native species or an or invasive weed? What is its name? The Honorable Harvest LET’S PLAY NAME THAT PLANT! Is this plant a native species or an or invasive weed? Whats is its name? FIREWEED The Honorable Harvest LET’S PLAY NAME THAT PLANT! Is this a native or invasive tree? What is its name? The Honorable Harvest LET’S PLAY NAME THAT PLANT! Is this a native or invasive tree? What is its name? TAMARACK/LARCH The Honorable Harvest LET’S PLAY NAME THAT PLANT! Is this a native or invasive plant? What is its common name? The Honorable Harvest LET’S PLAY NAME THAT PLANT! Is this a native or invasive plant? What is its common name? CREEPING BELLFLOWER The Honorable Harvest LET’S PLAY NAME THAT PLANT! Is this a native or invasive plant? What is its common name? The Honorable Harvest LET’S PLAY NAME THAT PLANT! Is this a native or invasive plant? What is its common name? BURR OAK The Honorable Harvest LET’S PLAY NAME THAT PLANT! Is this a native or invasive plant? What is its common name? The Honorable Harvest LET’S PLAY NAME THAT PLANT! Is this a native or invasive plant? What is its common name? CANADA THISTLE FUN FACT: The plant was called “Canada” thistle because early New England residents blamed its emergence on French traders from Canada.  The Honorable Harvest LET’S PLAY NAME THAT PLANT! SO…NOW YOU KNOW SOME PLANTS STILL HAVE QUESTIONS? - DO YOUR RESEARCH! - USE GOOGLE LENS WHEN YOU’RE ON A WALK - KEEP AN EYE OUT FOR PLANTS YOU’VE NEVER SEEN BEFORE  The Honorable Harvest As you watch the Video clip, answer these questions: - A covenant of reciprocity between humans and the living _________________ - We owe _____________________ to the things whose lives we take - Never take the _________________, never take the ______________ - Ask permission of the lives you are going to take and ________________ for the answer - Harvest in a way that does the ______________ harm - Use ___________________ that you take - ____________________ with others - Every breath that you take is a breath that was made for you by _________________ - T F Humans are at the top of a biological hierarchy The Honorable Harvest  The Honorable Harvest As you watch the Video clip, answer these questions: - A covenant of reciprocity between humans and the living _________________ - We owe _____________________ to the things whose lives we take - Never take the _________________, never take the ______________ - Ask permission of the lives you are going to take and ________________ for the answer - Harvest in a way that does the ______________ harm - Use ___________________ that you take - ____________________ with others - Every breath that you take is a breath that was made for you by _________________ - T F Humans are at the top of a biological hierarchy  The Honorable Harvest As you watch the Video clip, answer these questions: - A covenant of reciprocity between humans and the living WORLD - We owe ATTENTION to the things whose lives we take - Never take the FIRST, never take the LAST - Ask permission of the lives you are going to take and LISTEN for the answer - Harvest in a way that does the LEAST harm - Use EVERYTHING that you take - SHARE with others - Every breath that you take is a breath that was made for you by PLANTS - T F Humans are at the top of a biological hierarchy Topic 1: Energy in the Biosphere  The Earth’s Spheres The Earth (aka: The ecosystem) is a system. A system is something that has several interacting parts. The earth is composed of 4 interacting spheres. Lithosphere – land Hydrosphere – water Atmosphere - air Biosphere – living things. Our focus will be on the biosphere and how it interrelates with the other earth spheres. List all the living things you interacted with today….  The Biosphere The Biosphere is also a system because living things interact with their surroundings.  Abiotic vs Biotic Factors The Biosphere involves interactions between: Biotic Factors: anything that is or was living. Eg: bacteria, fish, birds, mammals, plants and their remains Abiotic Factors: non-living things (chemical & physical) Eg: temperature, weather, soil acidity, sunlight The study of the interactions between biotic and abiotic factors is called ecology.  Types of Systems A biological system is the interactions that living things have with their environment. Systems can be defined as: Open: both matter and energy can enter and leave the system. Eg: The Biosphere energy (sun) matter (food) enter living things and energy (heat) and matter (wastes) exits living things. Closed: only energy can enter and leave the system. Matter cannot enter or leave. Eg: The Earth – energy (the sun) is absorbed by the earth, but the earth must be self reliant regarding its resources.  Thought-provoking question If spaceships can leave (matter exits) and asteroids can smash into earth (matter enters) why is the earth still considered to be a closed system?  Ultimate Source of Energy Energy on earth originates from the sun (aka: radiant energy). Three outcomes: - 30% reflected back - 19% absorbed by atmosphere and clouds - 51% absorbed at earth’s surface, with only 1-2% of that energy captured by producers  Albedo Effect - Albedo is the amount of reflected energy - Light coloured surfaces have a HIGH albedo (reflect light energy) - dark coloured surfaces have a LOW albedo (absorb sun’s energy)  Albedo Effect - older sea ice disappearing Explain the correlation between sea ice disappearing and the albedo effect. Look at the picture comparing the sea ice from 1984 and 2016 The Need for Energy  The Need for Energy Photosynthesis Cellular Respiration reactants Main product Waste product Takes place in plants, animals or both  The Need for Energy Photosynthesis Cellular Respiration reactants CO2 Water glucose, O2 Main product glucose ATP Waste product oxygen C02, water Takes place in plants both plants, animals or both Chemosynthesis  Chemosynthesis What happens when light is not available? - Main product: ________________ - Reactants: _________________________ - Takes place where? __________________  Chemosynthesis What happens when light is not available? - Main product: GLUCOSE - Reactants: water, CO2 ,hydrogen sulfide - Takes place where? deep sea thermal vents  One Way Flow of Energy Energy enters the biosphere as radiant energy then is transferred from producers to consumers in this one direction. Matter however can be reused as it cycles through living things.  First Law of Thermodynamics The First Law of Thermodynamics (aka: The Law of Conservation of Energy) applies to this flow of energy. Energy cannot be created or destroyed, but it can be changed in form.  Investigation Investigation: Radiant Energy Stored in Plants Background Information During photosynthesis plants (producers) take in radiant energy and convert this form of energy into chemical energy in the form of carbohydrates, specifically the simple sugar, glucose. The glucose is then converted into a storage form of carbohydrates called starch. An indicator test (Lugol’s iodine) can be used to test for the presence of starch. In this investigation, you will use the data collected to explain the transfer of radiant energy into chemical energy by producers.  Investigation Investigation: Radiant Energy Stored in Plants https://www.youtube.com/watch?v=yKrujw63BA4 Starch Experiment (2:45) Manipulated Description of Results Seen Lugol’s Variables Iodine Test Result (+ or -) Leaf Exposed to Light Leaf Not Exposed to Light  Investigation Investigation: Radiant Energy Stored in Plants https://www.youtube.com/watch?v=yKrujw63BA4 Starch Experiment (2:45) Manipulated Description of Results Seen Lugol’s Variables Iodine Test Result (+ or -) Leaf Exposed turns blue/black (which means starch is + to Light present Leaf Not Exposed does not turn blue black (no starch - to Light present)  Investigation Investigation: Radiant Energy Stored in Plants Treatment Group Analysis Control Group 1. Identify the variables in this Responding Variable investigation. 1 Key Controlled Variable 2. What is the effect of light on the formation of starch in green leaves? 3. Explain the connection between the First Law of Thermodynamics and the results of this investigation.  Investigation Investigation: Radiant Energy Stored in Plants Treatment Group Analysis Control Group 1. Identify the variables in this Responding Variable investigation. 1 Key Controlled Variable 2. What is the effect of light on the formation of starch in green leaves? 3. Explain the connection between the First Law of Thermodynamics and the results of this investigation.  Investigation Investigation: CO2 Production in Plants and Animals Background Information In this investigation we will compare the net production of carbon dioxide in plants and animals in a closed environment. We will be using Elodea (an aquatic plant) and snails (an aquatic animal) to compare carbon dioxide production. An indicator to test for the presence of carbon dioxide is Bromothymol Blue (BTB) solution, the following chart shows the colour chart for the indicator. We will be using a computer simulation to inform us of the quantity of carbon dioxide in our samples  Investigation Investigation: CO2 Production in Plants and Animals Problem Statement: To compare carbon dioxide production of plan ts and animals in a closed environment to determine if plants and animals contribute similar amounts of carbon dioxide to the carbon cycle.  Investigation Manipulated Test Tube Contents Test Tube Variable Letter Control Group Treatment Group 1 Treatment Group 2 Treatment Group 3 Responding Variable Controlled Variables (2 directly linked constants)  Investigation Manipulated Variable Test Tube Letter Control Group No organisms D Treatment Group 1 Snail + Elodea A Treatment Group 2 Elodea B Treatment Group 3 Snail C Responding Variable Quantity of Carbon Dioxide Produced (as evidenced by colour change of BTB...note, this is not the RV but an indicator that will inform you of the RV) Controlled Variables Quantity of BTB Solution (2 directly linked constants) Concentration of BTB Solution All test tubes sealed (closed environment) Same time lapse of investigation Same temperature of each test tube.  Investigation Data Tables Investigation # 1: With Light Exposure Test Tube Original BTB Colour Final BTB Colour Concentrations (ppm) O2 CO2 A B C D Investigation # 2: Without Light Exposure Test Tube Original BTB Colour Final BTB Colour Concentrations (ppm) O2 CO2 A B C D  Investigation Investigation # 1: With Light Exposure Test Original BTB Final BTB Concentrations (ppm) Tube Colour Colour O2 CO2 A Green Green 6.0 6.0 B Green Blue 11.6 0.4 C Green Yellow 1.8 10.2 D Green Green 6.0 6.0 Investigation # 2: Without Light Exposure Test Tube Original BTB Final BTB Concentrations (ppm) Colour Colour O2 CO2 A Green Yellow 1.0 11.0 B Green Green 4.7 7.3 C Green Yellow 1.8 10.2 D Green Green 6.0 6.0  Investigation Analysis 1. Which organism, plant (elodea) or animal (snail) produces more CO2? 2. Why did test tube B turn blue in investigation # 1? 3. Explain the change in colour seen in test tube A from investigation 1 to investigation 2. Colour Result BLUE Negative – No/Low CO2 GREEN Positive – Some CO2 YELLOW Positive – Lots of CO2  Investigation Analysis 1. Which organism, plant (elodea) or animal (snail) produces more CO 2? The animal (snail) 2. Why did test tube B turn blue in investigation # 1? This occurred because plants absorb CO2, low CO2 causes BTB to be blue. 3. Explain the change in colour seen in test tube A from investigation 1 to investigation 2. In investigation 1 light exposure allowed the plants to do photosynthesis and consume carbon dioxide to balance the carbon dioxide produced by both plants & animals during cellular respiration. The BTB stayed green (some C02) In investigation 2 with no light exposure, plants could not perform photosynthesis, this resulted in no CO2 consumed, only CO2 produced from cellular respiration by both plants and animals. the BTB turned from green to yellow (shows lots of CO 2 Colour Result BLUE Negative – No/Low CO2 The colour change GREEN Positive – Some CO2 YELLOW Positive – Lots of CO2  Video Tutorial https://www.youtube.com/watch?v=fHztd6k5ZXY A Guide to the Energy of the Earth – Joshua M. Sneideman - Ted-Ed (4:43) T F Energy can be destroyed Internal sources of Earth’s energy: ___________________ External sources of earth's energy: ___________________ At each level in food chain, some energy is stored, but most is lost as ___________________ Only about ___________% of the energy of an organism is passed on to the next level Energy can only flow in _____________ direction in a food chain Producers need continual input of energy from _______________ Fossil fuels contain energy that __________________ captured from sunlight long ago The burning of ______________________ is used to generate electricity Improving energy efficiency = more responsible use of natural resources = improved _____________________________________  Video Tutorial A Guide to the Energy of the Earth T F Energy can be destroyed Internal sources of Earth’s energy: GEOTHERMAL AND ROTATIONAL ENERGY External sources of earth's energy: SUN At each level in food chain, some energy is stored, but most is lost as HEAT Only about 10% of the energy of an organism is passed on to the next level Energy can only flow in ONE direction in a food chain Producers need continual input of energy from SUNLIGHT Fossil fuels contain energy that PLANTS captured from sunlight long ago The burning of FOSSIL FUELS is used to generate electricity Improving energy efficiency = more responsible use of natural resources = improved QUALITY OF LIFE  Assignment Topic 1 Practice: Energy in the Biosphere When done, check your work against the key. Topic 1 Practice: Energy in the Biosphere 1. Identify the following as biotic or abiotic: Item Biotic or Abiotic Clouds Tree bark A fossil Glass 2. Is the human body an open or a closed system, explain 3. Show the pathway of energy transfer starting from the sun using the terms below Cellular Respiration, Consumer, Photosynthesis, Producer, Radiant Energy Topic 1 Practice: Energy in the Biosphere 1. Identify the following as biotic or abiotic: Item Biotic or Abiotic Clouds ABIOTIC Tree bark BIOTIC A fossil BIOTIC 2. Is Glass the human body an open or aABIOTIC closed system, explain - OPEN -BOTH MATTER AND ENERGY CAN ENTER AND LEAVE 3. Show the pathway of energy transfer starting from the sun using the terms below Cellular Respiration, Consumer, Photosynthesis, Producer, Radiant Energy ANSWER RADIANT ENERGY PRODUCER PHOTOSYNTHESIS CONSUMER CELLULAR RESPIRATION Topic 2: Energy Transfer in the Biosphere  Ecosystem An ecosystem is a smaller system within the biosphere. An ecosystem consists of both a biotic and abiotic interactions in an area. Biotic Interactions between the different species. Abiotic Interactions with the surroundings.  Modes of Nutrition Within an ecosystem, energy is transferred using one of 2 methods of nutrition. Autotrophs (‘self feeder’ aka: producer) Organisms synthesize their own organic molecules. Heterotrophs (‘ other feeder’) Organisms obtain organic molecules from other organisms.  Autotrophs (Producers) There are 2 types of autotrophs: Photoautotrophs Chemoautotrophs  Photoautotrophs Photoautotrophs use light energy (aka: radiant energy) to perform the process of photosynthesis. The result of photosynthesis is the production of food in the form of carbohydrates. Examples of photoautotrophs are plants.  Chemoautotrophs Chemoautotrophs use other chemicals in the absence of light energy to perform the process of chemosynthesis. The result of chemosynthesis is the production of food in the form of carbohydrates. Examples of chemoautotrophs include geothermal bacteria ◦ (live in deep-sea vents in temperatures up to 350 C) & nitrogen fixing bacteria (live in plant roots)  Heterotrophs (Consumers) There are 2 types of heterotrophs: Consumers Decomposers  Consumers Consumers are organisms that ingest organic molecules from living or dead organisms. Consumers can be further classified by how they obtain their food: Primary Consumers (aka: Herbivores): eat producers. Secondary Consumers: eat primary consumers Tertiary Consumers: eat secondary consumers Carnivores are animals that eat other animals (eg: Secondary & Tertiary Consumers)  Decomposers Decomposers ingest or digest organic molecules found in the non-living remains of organisms (aka: detritus). Examples of detritus include dead leaves, animal remains, waste products (feces), other organic matter that falls onto the soil or on water. Examples of Decomposers include earth worms, fungi and insects.  Trophic Levels A trophic level describes the number of energy transfers during feeding relationships as compared to the original radiant energy that entered the system. Organisms on lower trophic levels are closer to the original solar energy that entered the system. Eg: Plants = first trophic level 1 energy transfer away from the original radiant energy. As organisms ingest other organisms' energy is transferred. TROPHIC LEVEL 1 producer Ex: TROPHIC LEVEL 2 primary consumer Ex: TROPHIC LEVEL 3 secondary consumer Ex: TROPHIC LEVEL 4 tertiary consumer Ex:  Second Law of Thermodynamics The Second Law of Thermodynamics describes the loss of energy during energy transfers. During an energy conversion some useful energy is lost as heat. The useful energy transfer between trophic levels is only 10%. This means that 90% of the energy in each transfer is lost as heat (thermal energy). Practice question: 20,000,000KJ of radiant energy reaches the earth. Only 2% of that energy is captured by producers. How much energy is available to tertiary consumers? Practice question: 20,000,000KJ of radiant energy reaches the earth. Only 2% of that energy is captured by producers. How much energy is available to tertiary consumers? Solution 2% of 20,000, 000 = 400,000 KJ available for producers Producers Primary Consumers Secondary consumers Tertiary consumers 400000KJ 40,000KJ 4000KJ 400 KJ 400KJ of energy is available to tertiary consumers in Scientific notation: 4.00 x 102  Models of Trophic Levels Trophic level diagrams can be expressed as: Food Chains Food Webs Ecological Pyramids  A Food Chain A food chain is a linear depiction of a feeding relationship. The arrows always point toward the consumer. The arrows separate trophic levels.  Food Web A Food Web is a diagram that shows interacting food chains. A food web is a better representation of actual feeding pathways that occur within an ecosystem because organisms consume more than one food source Organisms in a food web can occupy more than one trophic level.  Ecological Pyramids Ecological Pyramids provide a quantitative value to each trophic level of a food chain. There are 3 main types of ecological pyramids: Pyramid of Numbers Pyramid of Biomass Pyramid of Energy  Pyramid of Numbers A Pyramid of Numbers shows the approximate number of organisms at each trophic level of a food chain. The base of the pyramid makes up the first trophic level.  Pyramid of Biomass A Pyramid of Biomass shows the total mass of organisms at each trophic level of a food chain. Biomass is described as the dry mass of organisms. This is measured in as g/m2.  Pyramid of Energy A Pyramid of Energy shows the quantity of energy trapped within a trophic level of a food chain. A Pyramid of Energy is measured in J (Joules) or KJ (Kilojoules) or KJ / m2 / year. In a pyramid of energy, the useful energy transfer is typically around 10% per trophic level.  Video Tutorial A good review of this information if you need https://www.youtube.com/watch?v=0glkXIj1DgE&list=PL KhCQvsA9j0Yw537-h_OvnOHzNF22opbU&index=38 Energy Transfer in Trophic Levels Teacher’s Pet (2:41)  Assignment Topic 2 Practice: Energy Transfer in the Biosphere When done, check your work against the key. Smart Work - Modes of Nutrition Mode of Nutrition Description Consumer/heterotroph An organism that ingests organic food sources Chemoautotroph An organism that uses inorganic chemical reactions in the absence of light to make an organic food source. Tertiary Consumers An organism that consumes secondary consumers Photoautotroph An organism that uses the sun’s energy and inorganic molecules to make an organic food source. Heterotroph An organism that must obtain an organic food source from another organism. Secondary Consumers An organism that consumes herbivores. Autotroph An organism that can produce an organic food source. Carnivore An animal that eats other animals. Primary Consumer An organism that consumes autotrophs (Herbivore)  Assignment - Topic 2 Review 1. Complete the following chart regarding modes of nutrition in the biosphere.Identify the modes of nutrition and the trophic level on the food chain below  Assignment - Topic 2 Review 1. Complete the following chart regarding modes of nutrition in the biosphere.Identify the modes of nutrition and the trophic level on the food chain below  Assignment - - Topic 2 Review Statement Which Law of What is the law 2. Identify which Law of Thermodynamics (state the law) Thermodynamics is is implied implied by the following statements, then record the full law “Energy Input = below the statement. Desired Energy + Waste Energy” “Energy Input = Energy Output”  Assignment Statement Which Law of What is the law Thermodynamics (state the law) 2. Identify which Law of is implied Thermodynamics is implied by the following “Energy Input = Second Law During an energy statements, then Desired Energy + conversion some record the full law Waste Energy” useful energy is lost below the statement. as heat. “Energy Input = Energy First Law Energy cannot be Output” (Law of created or destroyed Conservation of but it can change Energy) form.  Assignment - - Topic 2 Review Use the following diagram to answer the next questions: 3a. What model of diagraming trophic levels is depicted in the above image? 3b. Create 2 different food chains using the above image.  Assignment - - Topic 2 Review Use the following diagram to answer the next questions: 3a. What model of diagraming trophic levels is depicted in the above image? FOOD WEB 3b. Create 2 different food chains using the above image. Many possibilities: must all start with phytoplankton (producer) and must be connected with forward arrows. Eg: Phytoplankton 🡪 Zooplankton 🡪 Silverside 🡪 Blue Heron Eg: Phytoplankton 🡪 Menhaden 🡪 Weakfish 🡪 Osprey Eg: Phytoplankton 🡪 Protists 🡪 Zooplankton 🡪 Bull Minnow 🡪 Blue Heron  Assignment - - Topic 2 Review Use the following diagram to answer the next questions: 3a. What model of diagraming trophic levels is depicted in the above image? FOOD WEB 3b. Create 2 different food chains using the above image. Many possibilities: must all start with phytoplankton (producer) and must be connected with forward arrows. Eg: Phytoplankton 🡪 Zooplankton 🡪 Silverside 🡪 Blue Heron Eg: Phytoplankton 🡪 Menhaden 🡪 Weakfish 🡪 Osprey Eg: Phytoplankton 🡪 Protists 🡪 Zooplankton 🡪 Bull Minnow 🡪 Blue Heron  Assignment - - Topic 2 Review 4. Study the food web below and fill in the blanks in the questions that follow. a) The following organisms in the food web are producers: _______________________________. Producers are also known as _________________. b) A _____________ is an example of an aquatic herbivore in the food web. A ____________ is an example of a terrestrial herbivore. c) Water spiders are classified as ______________ consumers that occupy the ______ trophic level. d) Field mice are classified as _________________ consumers that occupy the _______ trophic level. e) The highest trophic level the bass could occupy is the _________ trophic level. f) The snake population in this community has been decreasing due to loss of habitat. As a result, the weasel population will _______________ and the field mouse population will _______________.  Assignment - - Topic 2 Review 4. Study the food web below and fill in the blanks in the questions that follow. a) The following organisms in the food web are producers: ALGAE, WHEAT. GRASS. Producers are also known as AUTOTROPHS. b) A MINNOW/PARAMECIUM is an example of an aquatic herbivore in the food web. A RABBIT/FIELD MOUSE is an example of a terrestrial herbivore. c) Water spiders are classified as SECONDARY consumers that occupy the THIRD trophic level. d) Field mice are classified as PRIMARY consumers that occupy the SECOND trophic level. e) The highest trophic level the bass could occupy is the SIXTH trophic level. (ALGE - PARAMECIUM) f) The snake population in this community has been decreasing due to loss of habitat. As a result, the weasel population will INCREASE and the field mouse population will DECREASE.  Assignment - - Topic 2 Review 5. In the following food chain: Phytoplankton 🡪 Zooplankton 🡪 Bull Minnow 🡪 Blue Heron i) How many trophic levels are depicted? ii) If the phytoplankton produce 50,000kJ of energy, how much energy is available for the blue heron? iii) Suppose each blue heron required 2000 kJ of energy per day to survive. How many bull minnows would they need to consume?  Assignment - - Topic 2 Review 5. In the following food chain: Phytoplankton 🡪 Zooplankton 🡪 Bull Minnow 🡪 Blue Heron i) How many trophic levels are depicted? FOUR ii) If the phytoplankton produce 50,000kJ of energy, how much energy is available for the blue heron? Considering that only 10% energy can be passed along to the next trophic level, by the time the energy arrives at the 4th trophic level, there will only be 50 kJ available for the blue heron iii) Suppose each blue heron required 2000 kJ of energy per day to survive. How many bull minnows would they need to consume? Considering that each bull minnow carries 500 kJ of energy, a blue heron would need to consume 4 to meet their minimum energy needs.  Assignment - - Topic 2 Review 6. Approximately 80% of the world’s population eat a grain-based diet. Many Canadians also consume a meat-based diet. Explain the influence of diet choice on sustaining the world population’s energy needs.  Assignment - - Topic 2 Review 6. Approximately 80% of the world’s population eat a grain-based diet. Many Canadians also consume a meat-based diet. Explain the influence of diet choice on sustaining the world population’s energy needs. Since the energy derived from meat has only 10% of the energy in grains it would take a great deal more grain to support the production of the meat. Therefore, the earth could support more people using a grain-based diet  Case Study Effects of an Endangered Ecosystem Part 1: Questions to answer during video: Endangered Ecosystem https://www.youtube.com/watch?v=1d77rs_Ghs0&list=PLzQ XLyg6tshcv9jbUXedHVlJg3dK_pD3i&index=32&t=295s One of the Most Endangered Ecosystems is Canada's Grasslands Nature of Things (first 18 minutes) Follow up: Banff Bison: Free and thriving https://www.youtube.com/watch?v=SKOYscL09s4&t=1s A pile of American bison skulls in the mid-1870s. Photo: Wikipedia  Case Study Effects of an Endangered Ecosystem During the video, record answers to the following questions. 1.Identify at least 3 reasons why prairie grasslands are endangered 2. A keystone species is an organism that is critical to the survival of many other species in the ecosystem. Give 3 reasons why bison are considered a keystone species to the prairie landscape.  Case Study Effects of an Endangered Ecosystem During the video, record answers to the following questions. 1.Identify at least 3 reasons why prairie grasslands are endangered Fragmentation due to human domestication on grass lands has broken up what was vast grassland areas into fractured sections, less room for species to roam or breed. Very few conservation practices to protect grasslands areas (eg: over hunting) loss of keystone species (bison) Loss of roaming / reproductive habitat Loss of native vegetation and other food sources Danger / Harm caused by human activities (eg: barbed wire fences, hunting, not sharing space) 2. A keystone species is an organism that is critical to the survival of many other species in the ecosystem. Give 3 reasons why bison are considered a keystone species to the prairie landscape.  Case Study Effects of an Endangered Ecosystem Follow up: Banff Bison: Free and thriving https://www.youtube.com/watch?v=SKOYscL09s4&t=1 s Matter in the Biosphere  Matter Matter includes any component that is made up of atoms (solids, liquids, gases). Matter can be either biotic (organic) or abiotic (inorganic). The earth is a closed system, this means that matter cannot enter or leave. All matter has to be continuously re-used as the earth will not receive ‘new supplies’. Topic 3 : Water  Water – A Precious Resource Water is found in all 3 states: solid, liquid & gas; however, 97% is in the liquid state on earth and makes up ~ 70% of human the human body. It is needed by organisms to carryout hydrolysis reactions to create organic molecules. Water is a precious and limited resource that must be recycled. This is accomplished through the hydrological cycle. Key processes involved in water cycling include: Precipitation Condensation Run off / Surface Water / Ground Water Evaporation / Transpiration / Respiration  Precipitation: water vapor (g) is converted to water (l or s) and falls on earth. Run off / Infiltration-Ground Water/ Surface Water: water moves, seeps and collects on earth. Evaporation /Transpiration / Respiration: water (l) is converted to vapor (g) and released into atm. (E= on surface , T= by plants , R= cellular respiration) Condensation: vapor cools into liquid water. Hydrological Cycle  Video Tutorial https://www.youtube.com/watch?v=al-do-HGuIk The Water Cycle National Science Foundation (6:46)  Assignment Topic 3 Practice: Water The Water Cycle When done check your work against the key.  Case Study CS: Water Budget  Water’s Properties Water’s properties allow it to have interactions with all other chemicals and biogeochemical (element) cycles. Water’s properties include: Structure Hydrogen Bonding Thermal Properties Cohesive Properties Solvent Properties  Water’s Structure Water (H2O) is created by covalent bonds (electron sharing) between hydrogens and oxygen. Water is a polar molecule because through uneven bonding the oxygen region is partially negative, and the hydrogen region is partially positive.  Hydrogen Bonding Due to its polarity, water is attracted to other charged molecules (negative is attracted to positive and v.v.). This polarity allows water to ‘stick’ to other water molecules (cohesion) and other charged substances (adhesion).  Surface Tension, water’s capacity to resist external forces is due to the intermolecular attractions (cohesion) between water molecules. (eg: insects walking on water) Capillary Action, water’s capacity to resist the force of gravity is due to adhesion. (eg: water movement in stems)  Thermal Properties Water can absorb a great deal of heat before it changes temperature or states. This is due to the energy needed to break so many cohesive hydrogen bonds between water molecules to allow water to become vapor (g). This causes water to have a high: Freezing point (heat loss to change l 🡪 s) Boiling point (heat added to change l 🡪 g) Heat capacity (heat to change temperature by 1◦C) Water is a constant environment because it is slow to change temperatures.  Water is most dense ( molecules closest together) when at 4◦C. As the temperature increases or decreases the bonds relax and water becomes less dense. This allows ice (< 4◦C) to float on water and allow a zone of water below the ice for aquatic life during winter. As water cools and heated it rises and falls in currents. Dense water dissolves minerals in sediment and rock from the bottom of bodies of water to be brought up. The process of dissolving minerals is called leaching.  Solvent Properties Water is classified as the universal solvent due to its ability to dissolve many substances that are charged or polar.  Video Tutorial https://www.youtube.com/watch?v=ASLUY2U1M-8 How Polarity Makes Water Behave Strangely Ted-Ed: Christina Kleinberg (3:51)  Assignment Topic 3 Practice: Water Water Properties When done check your work against the key. Topic 4: Biogeochemical Cycles  Biogeochemical Cycles A Biogeochemical cycle is the pathway that matter follows as it is recycled and reused. Bio = Life / Living (biotic) Geo = Earth / Land (abiotic) A biogeochemical cycle will transfer matter from the environment, to an organism, then back to the environment. We will be studying the following biogeochemical cycles: Carbon-Oxygen Sulfur Nitrogen Phosphorus  Rapid vs. Slow Cycling Rapid Cycling implies the continuous ‘fast’ pathway that matter takes during a cycle. It involves transfers that could take place in days to decades. Slow Cycling implies the long term ‘slow’ pathway that matter may takes during a cycle. This occurs when matter is stored (‘locked away’)in nutrient reservoirs and cannot be released for cycling for thousands to millions of years.  Carbon- Oxygen Carbon and Oxygen are intimately connected in cycling. Carbon and oxygen are found in many forms during their cycle some key forms include: CO2, O2 , CH4 = methane ( atmospheric gases) Carbohydrates, Lipids, Proteins, Detritus Fossil Fuels (Slow Cycling) The exchange of carbon and oxygen is facilitated by several processes: Photosynthesis Cellular Respiration Combustion (burning) Sedimentation / Fossilization Weathering of Limestone Carbon-Oxygen Cycle  Video Tutorial https://www.youtube.com/watch?v=BuV5GQFz0gg Form 1 | Science | Carbon Cycle and Oxygen Cycle MyGuru (3:17)  Assignment Topic 4 Practice: Matter in the Biosphere Carbon-Oxygen Cycle  Investigation INV: CO2 Production in Plants and Animals https://www.youtube.com/watch?v=G_BRbMzyA5w  Human Impact on the Carbon-Oxygen Cycle Human activities have altered the balance of the carbon-oxygen cycle. Certain human activities have caused an increase to the greenhouse gases in the atmosphere including: Burning of fossil fuels (releases CO2) Deforestation (prevents the absorption of CO2) Agriculture (cattle releasing CH4)  Greenhouse Effect The Greenhouse effect is a natural process that involves the trapping of heat in the earth’s atmosphere. Radiant energy is converted into heat (infrared) energy which is reflected off the earth’s surface. When infrared energy reaches a layer of greenhouse gases (eg: CO2 H2O CH4) in the atmosphere some heat is trapped in the atmosphere instead of escaping into space. With the increase of greenhouse gases due to human activates, more heat is trapped which increases the temperature of our atmosphere  Case Study CS: Your Carbon Footprint  Nitrogen Nitrogen is the most abundant gas in our atmosphere (~ 78%) it is also an essential element needed to create proteins and nucleic acids (like DNA) in our bodies. There are several bacteria that aid in the cycling of Nitrogen: Nitrogen Fixing Bacteria Decomposers Nitrifying Bacteria Denitrifying Bacteria  Nitrogen Fixation Atmospheric Nitrogen is not accessible to most organisms, so it needs to be converted into a usable form. The process of converting atmospheric nitrogen into a usable form is called nitrogen fixation. Usable forms of nitrogen are: ammonium (ammonium, NH4+ ) Nitrites (NO2-) and Nitrates (NO3-) Nitrogen Fixation can be accomplished in 2 ways: Lightning Bacteria  Lightning breaks atmospheric nitrogen (N2) into nitrites & nitrates (NO2- / NO3-), which can then be used by plants. Nitrogen Fixing Bacteria (living in root nodules of plants like legumes) convert of atmospheric nitrogen (N2) into ammonium (NH4+ ).  Other Nitrogen Conversions Further nitrogen conversions include: Ammonification Nitrification Denitrification Each of these actions is accomplished by a different bacteria.  Ammonification is the conversion of detritus into ammonium (NH4+). This is completed by decomposers. Nitrification is the conversion of ammonium (NH4+) into nitrites & nitrates (NO2- / NO3-). This is completed by nitrifying bacteria. Denitrification is the conversion of nitrites /nitrates (NO2- / NO3-) back into atmospheric nitrogen (N2) to complete the cycle. This is accomplished by denitrifying bacteria. Nitrogen Cycle Decomposers  Assignment Topic 4: Matter in the Biosphere Nitrogen Cycle When done check your work against the key.  Phosphorus Phosphorus is found in rocks and soil ( not the atmosphere). It is an essential element needed to create ATP and nucleic acids (like DNA) and healthy teeth and bones in our bodies. Phosphorus is limited in our environment and only enters the food chain through plants when it dissolved and converted into the form phosphate (PO43-). Phosphorus cycling can be abiotic or biotic.  Soil bound phosphorus is accumulated through: Abiotic means: Weathering: breakdown of rock to release mineral phosphate. Fertilizer Application: fertilizers rich in phosphorus accumulate in soil. Sedimentation: depositing of phosphorus containing materials (eg: detritus, fertilizers) to create rock which can be brought back up to the surface through geological uplift or leaching. Biotic means: Decomposition: release of phosphorus in detritus. Phosphorus Cycle  Video Tutorial https://www.youtube.com/watch?v=leHy-Y_8nRs Nitrogen & Phosphorus Cycles: Always Recycle! Part 2 - Crash Course Ecology #9 CrashCourse (9:21) https://www.youtube.com/watch?v=dtxD68U2E4o&list=PLRQ3Py h_jve_SZI0gm38vi-oz057jqV8S&index=1 Eutrophication Explained Science Sauce (3:44)  Assignment Topic 4 Practice: Matter in the Biosphere Phosphorus Cycle When done check your work against the key.  Sulfur Sulfur (aka: Sulphur) is distributed through air, water and soil. It is an element used to make proteins and vitamins in our bodies and is used in plants for a variety of cellular processes. Sulfur is cycled using the following processes: Acid Deposition Decomposition Combustion  Abiotic Phase: In atmosphere: Sulfur dioxide (SO2) is converted to Sulfate (SO42-) which lands on the earth through acid deposition. On land: Sulfate (SO42-) enters the food chain through plants Different bacteria convert sulfate into other sulfur containing molecules (eg: S8 & H2S) Sulfur compounds are found in rocks and fossil fuels ( geochemical sulfur sinks) Combustion of foss fuels release Sulfur dioxide (SO2) back into the air again. Sulfur Cycle  Video Tutorial https://www.youtube.com/watch?v=4aJWM8o_PsE The sulfur cycle in agriculture Yara International (5:32)  Assignment Topic 4: Matter in the Biosphere Sulfur Cycle When done check your work against the key.  Investigation INV: Water Quality Testing Edmonton’s Water: https://www.youtube.com/watch?v=QTA8seo6gg4 Where does Edmonton’s tap water come from (1:00) https://www.youtube.com/watch?v=jLs15TGqnrc Where does Edmonton’s wastewater go? (1:00) https://www.youtube.com/watch?v=xg57n9CShaE Testing Edmonton’s Water (2:28) Watch the following virtual investigation the testing methods. https://www.youtube.com/watch?v=7GY4UB8x3s4 Water Quality Testing Chesapeake Bay Foundation (8:49) Topic 5: Productivity & Equilibrium  Productivity Productivity of an ecosystem is the rate of generation of biomass in an ecosystem. i.e. How much energy/mass are the producers producing Productivity is affected by: Sunlight (most important factor in productivity) Moisture Comparing Productivity in Ecosystems List THREE environments with HIGH productivity List THREE environments with LOW productivity Comparing Productivity in Ecosystems Interpreting Graphs READ THE TITLES Which ecosystem has the highest productivity?  Video Tutorial https://www.youtube.com/watch?v=cknS7G3Y2bQ Net Primary Productivity Science with Thomas Stevenson (6:47)  Dynamic Equilibrium Equilibrium is the balance between different interacting forces. The biosphere needs to maintain balance with all the abiotic and biotic factors that interact to ensure long term sustainability. If equilibrium is not achieved, the earth will not be able to support life.  Video Tutorial https://www.youtube.com/watch?v=c76x5yEkK_c CNP+ Cycles - Understanding the Carbon, Nitrogen and Phosphorus cycles UK Centre for Ecology & Hydrology (2:55) (re: human impact)  Gaia Hypothesis The Gaia Hypothesis is a proposal which indicates that the earth behaves like a single organism. Organisms maintain equilibrium of their surroundings, specifically the atmosphere ( gases, temperature etc) by evolving (changing adaptations) when necessary, to make corrections to the atmosphere.  Video Tutorial https://www.youtube.com/watch?v=yvqMamiu2b4 Gaia Hypothesis (Theory) Tim Goodwin (5:09)  Stromatolites Living things have changed the composition of the earth’s atmosphere over time Ancient microorganism colonies thrived ~3.8-2.5 billion years ago. As they died, they would leave a layer of biomass that formed sedimentary rock. The multi-layered rock mounds called stromatolites. Stromatolites are the earth’s oldest fossils. Examining them may give us clues regarding the early earth’s conditions.  Environment of Early Earth Through examining stromatolites, paleontologists have been able to determine the following: The earth was originally anoxic. Some bacteria in the colonies (cyanobacteria) gained the ability to photosynthesize. Cyanobacteria released oxygen to create an oxic earth that allowed present day organisms to exist. The evidence that paleontologists use to determine the presence of oxygen is the presence of iron-oxide layers in the stromatolites which can only exist if oxygen was present.  Video Tutorial https://www.youtube.com/watch?v=Evy8Mixomao The Oldest Fossils Ever Found! SciShow (5:22)  Closed System Simulations Scientists have tried to replicate the biosphere on a small scale to attempt to emulate nature’s dynamic equilibrium. These experiments have not been sustainable for long periods of time. The biosphere’s capacity to adjust to changing situations is complex and difficult to replicate. Example: Biosphere 2 in Arizona attempt at closed system ‘self regulating’ failed. Haughton-Mars Project (NASA) in arctic Ca. re: preparing for colonization on Mars. Biosphere 2  Video Tutorial https://www.youtube.com/watch?v=a7B39MLVeIc Jane Poynter: Life in Biosphere 2 Ted (15:53)  Human Interference on Equilibrium Humans can significantly impact the earth’s surroundings. Negative actions can disrupt the flow of matter and energy which interrupts the natural balance of ecosystems. It is for this reason that we must understand and reduce our environmental impact.  Preserving Equilibrium One way that humans can reduce their impact on environmental change is by developing /using ‘cleaner’ alternatives for our needs. Eg: Alternative energy sources Alternative transportation methods Alternative dietary choices Reducing impact will allow for sustainability of resources and prevent further damage to the earth’s ecosystems. Topic 5 Practise: Productivity and Equilibrium Term Description The fluctuations of interacting forces and adjustments made to maintain balance. Living Tissue A failed closed system simulation in Arizona to determine if humans can recreate the biosphere. The earth maintains a homeostasis just as an organism’s body does. Rate at which radiant energy is taken in by producers. Ancient bacterial fossilized mounds Balance between interacting forces Topic 5 Practise: Productivity and Equilibrium Term Description BIOMASS all the living matter in an ecosystem BIOSPHERE II A failed closed system simulation in Arizona to determine if humans can recreate the biosphere. GAIA HYPOTHESIS The earth maintains a homeostasis just as an organism’s body does. PRODUCTIVITY Rate at which radiant energy is taken in by producers. STROMATOLITES Ancient bacterial fossilized mounds EQUILIBRIUM Balance between interacting forces