2+-+Ecosystems

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http://www.un.org/en/events/iyof2011/index.shtml

(2012 is the International Year of Sustainable Energy for All) http://www.un.org/en/events/sustainableenergyforall/




 * Biozone Ecology workbook** - Components of an ecosystem



Topic 2: Ecosystems
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 * Worksheets:** Biozone Ecology workbook - Food Chains and Webs



//(Source: Biozone PowerPoint - Introduction to Ecosystems)//




 * Food chains & food webs** - glossary of terms & examples []



Decomposition in action! media type="custom" key="8280658"

Biomes


Biomes worksheet - Ecology Workbook Pearson - Biomes - descriptions of each SharePoint -> 2-Ecosystems topic, Biomes PowerPoint & Teaching Point PowerPoint

[|Why Biomes are where they are - the background]

The video is embedded here:

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More detailed explanation of the **tri-cellular model of atmospheric circulation**, explained in the above video:

[|Overview of key concepts and cells]

[|Why it`s faster to go from London to New York than the other way round]

The video is embedded here:

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Tri-cellular model =>



**Gizmo - Seasons in 3D**


 * Discovery Education video: Biomes: Our Earth's major life zones**




 * Refer to the following PowerPoint on the School Portal -> Year 11 Resources -> Diploma Programme -> Group 4 -> ESS **
 * Introduction to Ecosystems - BIOMES - IB ESS **

* Another very useful resource for this task is the **Holt Environmental Science** pdfs for Chapter 6 (Biomes).

 * You can find the link for this in the** Text Resources **link in the wiki navigation pane.**


 * Other resources which may help with this task:**
 * Definition of limiting factor and Law of Tolerance - http://library.thinkquest.org/28343/rangtole.html**
 * Definition of NPP (net primary productivity) - is defined in the IB DP ESS Glossary of Terms file on our wiki, check the IBO ESS Documents tab**



PYRAMIDS
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Ecological pyramids from Mr G
 * http://sciencebitz.com/?page_id=32**


 * //Source: http://sciencevideos.wordpress.com/bis-ib-diploma-programme-biology/05-ecology-and-evolution/02-communities-ecosystems///**




 * Read Rutherford p48-54 and make notes. **
 * Distinguish between pyramids of numbers, of biomass and of productivity. **
 * Give advantages & disadvantages, and examples of each. **
 * Compare & contrast bioaccumulation and biomagnification. **
 * Do Ecology workbook - bioaccumulation and biomagnification. **
 * Complete the "to do" on p52, "test yourself" questions on p52-53 and the "to do"'s on p54 & 55. **
 * Supplement your notes with Pearson, p16 - top of p19. **



**PRODUCTIVITY**


Keeping the economic stock, cash and flow analogies going a bit longer... we now embark on PRODUCTIVITY

**Quick - write an equation to show the relationship between the following 3 factors:** (compare your answer to the dot point 2.5.6 below)
 * Net income**
 * Gross income**
 * Tax**



It is **measured in units of flow** (eg. grams per metre squared per year or joules per meter squared per year)
 * Productivity** definitions from our ESS Glossary... (yes, we must be familiar with all of them)





**WORKSHEETS - Calculating Productivity => NPP, GPP & R**


Mrs Sasaki's class answers thus far to the above worksheet...






 * The whole story, in regard to productivity:** @http://www.globalchange.umich.edu/globalchange1/current/lectures/kling/energyflow/energyflow.html

See from the above link - the light and dark bottle experiment for Measuring Primary Productivity explanation, also, the Patterns and Controls of Primary Production of the Worlds Ecosystems

Refer to these figures which compare the productivity of biomes relative to their percentage coverage of Earth, and therefore their total input to total productivity: @http://www.prism.gatech.edu/~gh19/b1510/f5604.jpg

...the above source: @http://www.prism.gatech.edu/~gh19/b1510/ecosys.htm (also an excellent source for showing how ocean circulation regulates primary production of biomass - see links on the webpage)

Q: Why is productivity so high in the oceans, but accounts for such a small % of productivity on Earth? A: " ...most of the primary production is concentrated in microscopic algae. Algae have short life cycles, multiply rapidly, do not generate much biomass relative to their numbers, and are eaten rapidly by herbivores." (source: http://www.globalchange.umich.edu/globalchange1/current/lectures/kling/energyflow/energyflow.html)

Q: Which herbivores eat phytoplankton (the microscopic algae, which are the base of the marine food chain)? A: Cetaceans (eg. baleen whales), fish, invertebrates, zooplankton (source: http://www.ehow.com/list_7217592_animals-eat-phytoplankton_.html)

And of course, from the ever awesome Mr G! http://sciencebitz.com/?page_id=204

//Source: http://earthdata.nasa.gov/featured-stories/featured-research/can-earths-plants-keep-us//

NPP and the Human species
[|The real importance of NPP]

The video is embedded here:

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Plant Productivity in a warming world

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Pearson ESS Text - p52-55 Rutherford ESS Text - p31-33
 * Other resources:**

Modelling secondary production in a snail: []

AP Bio summary (methods to measure): []








 * Read the articles referred to at the top of the **Experimenting & Calculations **tab (on the navigation pane on the left), on** the scientific method **and** variables in experiments**.**
 * Review relevant text sections from Rutherford & Pearson (the texts you have). **

Gizmo - Effects on new life form - see Experimenting & Calculations tab

Lab - measuring an abiotic factor => pH changes in a neutralisation reaction - an introduction to accuracy -> using - universal indicator, pH meters and datalogger with pH probe

Experimenting & Calculations **(refer to tab in navigation pane)**
 * Statistics - standard deviation & the t-test**
 * Simpson`s Diversity Index**



Energy flow animation: **http://www.mhhe.com/biosci/esp/2001_gbio/folder_structure/ec/m3/s2/ecm3s2_6.htm**

Pearson: p19-23

Refer to the following PowerPoints on the School Portal -> Year 11 Resources -> Diploma Programme -> Group 4 -> ESS

The Ecological Niche - IB ESS Populations & Interactions - IB ESS



Nice & Law of Tolerances => Ecology workbook pages 23-27 & page 12 Species Interactions => Ecology workbook pages 63-64 Worksheets:** Ecological Niche and Competition



//(Source: Biozone PowerPoint - Introduction to Ecosystems)//

**Succession & Climax Communities**
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http://www.merriam-webster.com/dictionary/zonation

http://www.biology-online.org/dictionary/Zonation

For example, intertidal zones

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If you can stand to listen to this, it does cover the key concepts in an audio-visual format...

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Productivity, Succession and P:R


**READING: Pearson Textbook, p68-69**

Estimating abundance of organisms & the Lincoln Index


//Source: http://www.asdk12.org/staff/vanarsdale_mark/pages/biology/Ecology.html//






 * Gizmo: Estimating population size **





Points to consider... http://bio.classes.ucsc.edu/bio160l/labs/Dune%20Plant%20lab.htm

//Source: http://caaltd.org/images/rainforest/Ecology1.png//

**Dichotomous keys**
Can be shown diagrammatically or as written keys (such as in the field guides you used at Tioman Island) A quick review of taxonomy, phyla & species binomial nomenclature: http://www.biologycorner.com/bio1/taxonomy.html

Here is an example of each:

//Source: http://cbe.wisc.edu/assets/docs/pdf/biolearn/Classification/WhatIsLife/dichotomous_key.pdf//




 * TASK: Use the organisms shown in this diagram to construct a graphical and a corresponding written classification key for any eight of the species shown. Remember to use physical characteristics as the basis of their identification for classification. Research a species name and include that in the final step for classifying each of the eight organisms you choose for your dichotomous key. **



//Source: []//

**S & J Population Curves, r & k strategists**
Video from Discovery Education online - Biologix: Patterns of Population Growth and Management





(the above file name should read S, J, r & k, as "K" = carrying capacity, while "k" refers to k-strategists)



Survivorship Curves




Photosynthesis and (Aerobic) Respiration

1. Record the equations for each process from Ch5.1 - Energy Flow in Ecosystems (Au: Holt, Text resources link) 2. What do you notice? 3. Identify the inputs, outputs and energy transformations for each process. 4. Why could the reaction shown for respiration also be termed "aerobic respiration"? How does that differ from anaerobic respiration? (specifics are not required) 5. What wavelengths of light are important for photosynthesis? 6. Energy is released by respiration in the form of a molecule, ATP, but is ultimately lost to the environment in what form?

Summary: Using the information gained above, **create a table to compare and contrast Photosynthesis and Aerobic Respiration** in terms of:

//Chemical Equations// //Inputs (Reactants & Form of energy)// //Outputs (Products & Form of energy)//




 * Review and Extension of Energy Flow in an Ecosystem**



**BIOMASS & PRODUCTIVITY**
We have made reference to biomass and productivity at times thus far... let`s really get to know what these mean and why they are important concepts relating to ecosystems.

**BIOMASS**
It is **measured in units of mass or energy** (eg. grams per metre squared or joules per metre squared)
 * Biomass** definition from our ESS Glossary...


 * An introduction to the concept of biomass:** http://english.turkcebilgi.com/Biomass+%28ecology%29

Starting points for our **evaluation of methods** for estimating biomass

Two methods are provided in this NPP experiment procedure: How to determine heat content of biomass (or dry weight of foods, for example) - **Enthalpy of a sunflower seed practical** Here's how they do it in the food industry, in a [|bomb calorimeter] Measuring dry weight biomass vs the other density, frequency & cover as we have previous done: http://oregonstate.edu/instruct/bot440/wilsomar/Content/HTM-perarea.htm#Intercept

Is there limited reliability in estimating biomass? http://www.treesearch.fs.fed.us/pubs/20038

Further reading:
 * The relationship between biomass, biodiversity and climate change:** http://geoserver.isciences.com/DataBlog/?p=2114

Some information on **BIOFUELS** - and their potential as alternative energy sources: http://www-en.ztcenergy.com/products/biomass/ http://cr.middlebury.edu/es/altenergylife/sbiomass.htm

[[image:aiss-dp-ess/Screen_shot_2011-04-18_at_1.38.09_AM.png]]
The link to the article source of the above image: http://cliveg.bu.edu/biomass/ar/pnas/261555198v1.htm

Back to Biomes
[|Why Biomes are where they are - the background]

The video is embedded here:

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Environmental Impact Assessments (EIAs)




**The Great Barrier Reef**
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The Australian Government, Great Barrier Reef, Marine Park Management Authority; example projects requiring an EIA http://www.gbrmpa.gov.au/corp_site/management/eam/project_examples



[|The Great Barrier Reef Oil Spill, April 2010]



[|The Great Barrier Reef Environmental Changes Expedition]

[|The GBR: Crown of thorns starfish outbreaks]

[|The GBR - Coral Bleaching]

An example EIA:

The cynical side of EIAs http://www.notesfromtheroad.com/westindies/bakers_bay13.htm


 * International-mindedness and EIAs**

A more positive view of EIAs from Brunei http://www.bt.com.bn/letters-editor/2010/07/05/compulsory-eia-right-move

A Singapore story of an NGO (Non-government organisation) and an EIA http://www.unescap.org/drpad/vc/conference/ex_sg_17_nss.htm

An example of the tightly regulated EIA procedures in Australia http://www.nelly-bay.com/nelly-bay-eia-process.html

Another kind of EIA http://www.eia-international.org/

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Ecological sampling - quadrats
Many thanks to **Mr Adrian Palmer** (SJI, Singapore & Patana, Bangkok) for this powerpoint and quadrat activity:









Vernier labs link



Ecological sampling methods

Bio geo chemical //Cycling//
Can be defined as: Cycling of a single [|element,] [|compound] or chemicals by various [|abiotic] and [|biotic] processes through the various stores found in the **[|biosphere]**, **[|lithosphere]**, **[|hydrosphere]**, and **[|atmosphere]**. Source: http://www.physicalgeography.net/physgeoglos/b.html#biogeochemical_cycling




 * The WATER Cycle (The Hydrologic Cycle)**

//Source: http://ga.water.usgs.gov/edu/watercyclehi.html//



//Source (and an excellent explanation of the hydrologic cycle and oceans in general...): http://www.uga.edu/lea/allies/physical.html//

The water cycle animated diagram

Recall the animation we looked at in our Systems & Models topic: Transfers and transformations: some examples for the water cycle - Pearson Hotlinks


 * Gizmo: The Water Cycle **


 * Evapo-transpiration animation**


 * The CARBON Cycle**


 * Overviews of Carbon and Nitrogen cycles - read these first**
 * GCSE C & N**
 * The importance of C, H, O & N**

//Source: http://www.goldiesroom.org/Note%20Packets/22%20Ecology/00%20Ecology--WHOLE.htm//



//Source: http://www.marietta.edu/~biol/102/ecosystem.html//



//Source: http://www.calacademy.org/teachers/resources/lessons/carbon-cycle-poster-3-12///

[|Animation of exchange of carbon between the atmosphere and the biosphere]

[|The carbon cycle as storages and flows animation]

[|The carbon cycle is terrestrial and aquatic]

[|A closer look at the carbon cycle - NASA]


 * The NITROGEN Cycle**

The nitrogen cycle animation



//Source: http://mrskingsbioweb.com/ecology.html//



//Source: http://www.tutorvista.com/biology/parts-of-the-nitrogen-cycle//

The nitrogen cycle from Physical Geography

//Source: []//

An interesting journal article abstract regarding modelling, nutrient cycles, and ecosystems over the long term.



**A summary of trends in ecosystem character**
http://holon.se/folke/kurs/Distans/Ekofys/Recirk/Eng/ecodev.shtml

http://sciencebitz.com/?page_id=42
 * Productivity, Climax and Diversity - from Mr G** (from the previous course Environmental Systems)

Examples of research in this area of ecology, many focused on modelling http://www.citeulike.org/user/ForestsInFlux/tag/net_primary_productivity