Outcomes for Final Rebel Assessment Ecosystems

Transcription

1 Ecosystems LS1 identify examples where scientific understanding about an ecosystem was enhanced or revised as a result of human invention or related technologies At the start of the year we went out to the beach ecosystem. One of the residents was angered that we were walking on the dunes to collect some vegetation samples. Why was this the case? What holds the dunes together? Is there any habitat concerns there? How does human activity impact ecosystems? dunes block wind and provide organisms with habitat piping plovers use the dunes to live and reproduce/certain areas are protected/fines issued for harming the dunes human activity on the dunes causes damage to the maram(crab) grass whose root system hold the sand together and provide the habitat crab grass is very sensitive to impact/trampling caused by foot traffic if the piping plover s habitat disappears then so will they erosion occurs when the grass dies and wind blows the loose sand away crab grass also acts as a producer in beach ecosystems providing food for other organisms the ecosystem here is fragile because it does not have many organisms in it Also see LS 8 below LS2 analyze the impact of external factors on an ecosystem Think of things like climate, soil, and the lay of the land (topography) and talk about how they would affect what will live there. Don t get too complicated, relate this to Beck s farm and some of the things we did there. Why did we move the trees? Why did we build the check dams? Why does he grow many types of crops? external factors that affect ecosystems are: wind, precipitation, the climate(temperature) at Beck s farm we transplanted trees to create a wind buffer to protect the more economically valuable crops excessive wind causes lack of adequate moisture and limb breakage that can kill/destroy crops the check dams we built to slow down the flow of water and prevent flooding/erosion too much erosion leads to loss of nutrients important in plant growth the loss of nutrients leads to poor growing conditions

2 LS3 explain how biodiversity of an ecosystem contributes to its sustainability Why is it important to have all kinds of organisms living in one geographical area? Use Beck s farm as an example or just think of the Riverdale woods. Why is it good to have the trees and animals interacting? The more organisms you have in a food web/ecosystem the less chance there is for it to fall apart Organisms support one another example a consumer that has access to 10 or 12 food items will not really suffer too much if the numbers of one food item drops At a farm having many crop types(diversity) will allow many different possible money makers Crops must be rotated to prevent too much of the same nutrient from being removed Also allowing the death of one crop in an area returns some of those valuable nutrients back to the soil LS4 state a prediction and a hypothesis based on available evidence and background information Consider a real field scenario, wherein snakes hunt frogs. The environment in which these predator/prey species exist has a specific carrying capacity. The frogs can grow at a specific growth rate and only can reach up to the carrying capacity for the frogs in that environment. If the frog population grows beyond that, then their population would be wiped out as all the available food resources would have been consumed. The most limiting factor in nature is the food resource. The intrinsic growth rate of the prey population is controlled by predators. The prey species has to add the number of prey individuals equal to the number of prey individuals that have been removed by the predator. If they cannot maintain this balance, then both the species will become experience population fluctuation. Having said that, let us look into the example of snakes hunting down frogs. The snakes would hunt down at its maximum predation rate when it feels very hungry. Hungriness is the driving force for the maximum predation rate, which we refer to here as satiation. State a prediction on the population of snakes and a hypothesis for the situation in which the frogs food resource is dropping due to increased use of pesticides. Prediction: An If/Then Hypothesis statement:

3 LS6 compile and display evidence and information, by hand or computer, in a variety of formats, including diagrams, flow charts, tables, graphs, and scatter plots This is all about drawing graphs. Include a title, x(bottom) and y(top) axis labels using the independent(x) and dependant(y) variables and use an appropriate scale. Time (s) Distance (m)

4 LS8 analyze and interpret information in a variety of formats Use the figure below to outline the trend in CO 2 levels in the past 5 years. a) What is happening to the overall level of CO 2? The overall level of CO 2 is increasing. b) Can you think of a reason that the levels fluctuate every year? Think of the seasons here and the amount of photosynthesis going on in summer compared to the winter c) What is causing the change that you can see in the levels of CO 2? Increased level of fossil fuel consumption and the products this produces. d) What human activities are contributing to this trend? Travel, energy in our houses, cars, food transport and porduction

5 LS 8 con t Table 1. Estimate of the world water balance. Source: MIT OpenCourseWare. Surface area Volume Volume Equivalent (million km 2 ) (million km 3 Residence time ) (%) depth (m) 361 1, ,500 Oceans and seas ~4,000 years Lakes and reservoirs Swamps River channels Soil moisture Groundwater Icecaps and glaciers Atmospheric water Biospheric water < <0.1 <0.01 < <0.1 <0.01 < < ~10 years 1-10 years ~2 weeks 2 weeks to 50 years weeks to 100,000 years to 1,000 years < <0.1 <0.01 < ~10 days ~1 week a) List the types of H 2 O would be most likely incorporated in your bodies? b) How many Km deep are the oceans and seas? c) In what form does H 2 O in the atmosphere exist? d) How does the H 2 0 move from the soil into the atmosphere?

6 LS9 illustrate the cycling of matter through biotic and abiotic components of an ecosystem by tracking carbon, nitrogen, and oxygen Focus on our visit to the cow farm here. Where do each of the above molecules originate? For example, the sun provides energy for photosynthesis, what gas do plants breath in to make their energy(sugar). Then where does that energy go up the food chain? energy from the sun fuels the production of food energy by the producers sugar is produced through photosynthesis and uses CO 2 and H 2 O cows eat grass and absorbs the vitamins and nutrients and incorporates them into its body predators and other consumers(carnivores) use the energy from the meat of prey items and all organisms use O 2 gas that is also produced during photosynthesis to burn the sugar energy we all then breath out CO 2 that can then be used to fuel photosynthesis as humans we are increasing the amount of this gas by removing some of the producers that use it for life s processes LS11 describe the role peer review has in the development of scientific knowledge This is the firing line scenario. What kinds of questions do you ask and what type of information do you get. Why is it important to question the things that people do in science? LS15 select and integrate information from various print and electronic sources Darcy is in the process of collecting data from the bonesauce and tree protection work we did in October. He will send it to me and we can compare how these variables affected the condition of the trees. LS17 explain various ways in which natural populations are kept in equilibrium, and relate this equilibrium to the resource limits of an ecosystem Use the work we did on predator and prey for this. Try and incorporate any terms you can remember about what eats what. Make sure to focus on terms like birth, death immigration and emigration Learn what carrying capacity means Producers use what process to make their own energy What are three type of vores

7 PHYSICS PH1 estimate quantities and PH2 identify and explain sources of errors and uncertainty in measurement, and express results in a form that acknowledges the degree of uncertainty Tell me about accuracy and precision here. Also describe the uncertainty of a tool like a measuring tape. How many decimal places do you know versus which ones you estimate? Indicate the measurements for each arrow and circle the uncertain digit(the rulers are in cm): a) =7.4 cm b)=3.2 cm c)=8.4 cm d)=3.8 cm 2.15 cm 6.35 cm cm Which of these measurement tools is better than the other? Why? the bottom ruler is better it has more divisions marked between the values this leads to more accuracy because you know more numbers for sure

8 Significant Figures Practice How many significant figures do the following numbers have? 1) ) ) ) (or 3) 5) ) ) ) 3.4 x ) 9.0 x ) x Common Weights and Measures Length Metric System 1 millimeter = meter 1 centimeter = 0.01 meter 1 decimeter = 0.1 meter 1 meter (basic unit of length) 1 decameter = 10 meters 1 kilometer = 1,000 meters American and British Units 1 inch = 1/36 yard = 1/12 foot 1 foot = 1/3 yard 1 yard (basic unit of length) 1 mile = 1,760 yards = 5,280 feet Conversion Factors 1 centimeter = 0.39 inch 1 inch = 2.54 centimeters 1 meter = inches 1 foot = meter 1 meter = 3.28 feet 1 yard = meter 1 meter = yards 1 kilometer = 0.62 mile 1 mile = kilometers Volume and Capacity (Liquid and Dry) Metric System 1 milliliter = liter 1 centiliter = 0.01 liter 1 deciliter = 0.1 liter 1 decaliter = 10 liters 1 hectoliter = 100 liters Conversion Factors 1 milliliter = fluid ounce 1 fluid ounce = 29.6 milliliters 1 U.S. quart = liter 1 liter = 1.06 U.S. quarts 1 U.S. gallon = 3.8 liters Convert the following and give your answers with the correct significant figures can only have as many as the least number has.(hint:use scientific notation if you have to 1.0 x 10-5 ) a) 9.8 miles to ft b) if 1.0 ft = m how many km is this? 9.8 mi x 5280 ft = 1.0 ft x m x 1 km = 1.0 mi 1.0 ft 1000 m c) 5.33 gallons to ml d) 3.22 quarts to decaliters 5.33 gal x 3.8 L x 1000 ml = 3.22 qts x L x 10 del = 1.0 gal 1.0 L 1.0 qts 1.0 L Give the last two answers using scientific notation (example 1.0 x 10-4 ) e) 7.55 mm to yards f) ft to cm 7.55 mm x 1 m x 1 yd = 9876 ft x 12 in x 2.54 cm = 1000 mm m 1.0 ft 1.0 in

9 PH5 design an experiment and identify specific variables You need to test whether a compound archery bow is more accurate than a long bow. Outline what you would do to accomplish this. Include an intro and a materials/methods section. Intro Materials PH6 formulate operational definitions of major variables What are the dependant and independent variables from your experiment and what are the ones you are going to control? Dependant Independent Controlled

10 PH11 describe quantitatively the relationship among displacement, time, and velocity Example 1. A bus travels along a straight road for 600 m. It travels at a constant velocity for the whole journey, which takes 90 s. a) Sketch the displacement-time graph. b) What was the velocity of the bus? a) the graph b) the work: velocity = distance time V = 600 m 90 s V = 000 PH12 distinguish between instantaneous and average velocity PH14 interpret patterns and trends in data, and infer or calculate linear and non-linear relationships among variables Use the graph that you drew above and tell me if the object is accelerating constantly or not.(hint: is the line connecting the points constant?)

11 PH19 describe quantitatively the relationship among velocity, time, and acceleration acceleration = final velocity initial velocity = v time t Here is how to use this: ( = change) A skater goes from a standstill to a speed of 6.7 m/s in 12 seconds. What is the acceleration of the skater? a = 6.7 m/s 0.0 m/s a = 6.7 m/s a = 0.56 m/s 2 (don t cancel the seconds) 12 s 12 s Make up a question and show me how to do it: Question: Solution:

12 Chemistry CR7 name and write formulas for some common ionic compounds (both binary and complex), using the periodic table, a list of ions, and appropriate nomenclature for metal and non-metal ions Here we go back to the days in September when we were out on the field with our golf balls. Think back. How many balls(electrons) in total did an atom want to have. How could you figure this out from the periodic table? Could you use the chemical symbol of the element and draw a simple diagram showing the electrons arranged around that looks like these: Bohr Models Lewis Dot Structures Complete the table below by inserting the correct number into the space provided: Symbol Atomic number Electrons Valence electrons Period # K Mg _ Draw the Lewis Dot structures and Bohr Models for each of the above elements

13 Complete each ionic bond. (1) Potassium + Fluorine (2) Magnesium + Iodine K 1+ and F 1- Mg 2+ and I - (3) Sodium + Oxygen (4) Sodium + Chlorine Na + and O 2- Na + and Cl - (5) Calcium + Chlorine (6) Aluminum + Chlorine Ca 2+ and Cl - Al 3+ and Cl - CR8 name and write formulas for some common molecular compounds, including the use of prefixes (1) Chromium (VI) phosphate (2) Aluminum cyanide (3) Potassium chromate (4) Ammonium chloride (5) Iron (III) nitrate (6.)Titanium (II) acetate CR13 represent chemical reactions and the conservation of mass, using molecular models, and balanced symbolic equations 2C (s) + O2(g) CO2(g) carbon + oxygen carbon dioxide CO2(g) + H2O (l) H2CO3(aq) carbon dioxide + water carbonic acid CH4(g) + O2(g) CO2(g) + 2H2O (g) methane + oxygen carbon dioxide + water S8(s) + 8O2(g) 8SO2(g) sulphur + oxygen sulphur dioxide

14 CR15 compile and organize data, using appropriate formats and data treatments to facilitate interpretation of data This goes back to the carb tracking data you recorded based on the amount of it you ate. There will be a question using the data from Beck s farm that looks similar to this. Pesticides were used to treat three different rows of trees to determine their effectiveness with respect to damage by rodents. Here are the results: Tree Row Chemical Number Treated Number Damaged 1 A % 2 B % 3 C % 4 H 2 O % % damaged Overall Effectiveness(rank) a) Which chemical was the best at protecting the trees? b) Why was water used on row four? c) Further analysis of the fruit from the trees in row two showed a decrease in the overall size and amount of nutrients. How would this affect the future use of this pesticide?

15 CR16 represent chemical reactions and the conservation of mass, using molecular models, and balanced symbolic equations illustrate how factors such as heat, concentration, and surface area can affect chemical reactions In the elephant toothpaste lab we combined KI(potassium iodide) with H 2 O 2 (hydrogen peroxide). a) What happened? H 2 O 2 (aq) + KI(aq) I - (aq) + K - (aq) + H 2 O(l) + O 2 (g) b) What gas was released to form the soap bubbles? c) The KI was used to act as a catalyst. What is this? d) We used a splint to insert into the foam created. Why? e) How come we did not just add a solid chunk of the KI to the H 2 O 2?

16 Weather Section Under Construction come back soon WE1 describe and explain heat transfer within the water cycle : Fill in the boxes WE3 describe and explain heat transfer in the hydrosphere and atmosphere and its effects on air and water currents WE4 describe how the hydrosphere and atmosphere act as heat sinks within the water cycle WE8 describe and explain the effects of heat transfer within the hydrosphere and atmosphere on the development, severity, and movement of weather systems WE13 analyze why scientific and technological activities take place in a variety of individual and group settings