Bio 9B: Thursday, 5.19.11 Title: Nutrient Cycles

Bio 9B: Thursday, 5.19.11 Title: Nutrient Cycles • Homework: • No HW tonight  • Good Luck on Exhibition Night!!! • Do Now(s): • What are nutrients? • Name one nutrient from the reading last night and explain why it’s important! • Today’s Objectives: • Explain why nitrogen and phosphorus are limiting nutrients • Explain how nutrient loading can negatively affect an ecosystem

Ecology: Nutrient Cycles PHA Biology: 2009 Moretti/ Dickson

Nutrients • The body’s chemical “Building Blocks” • Uses: • build tissues • essential body functions (think: carbs, proteins, nucleic acids) • Cycle between organisms and environment:

Nitrogen Cycle • N is important for building amino acids • Used for making proteins • Most N is in an un-usable form in the atmosphere • Only bacteria can get N into the soil/food web. • Decomposers return N from living things to the soil.

Phosphorous Cycle • P is important for making DNA, RNA, ATP, ADP • Most P is stuck in rocks • Erosion/dissolving in water makes P available for plants

LimitingNutrient: • A nutrient that is scarce (there’s not much available) • This limits growth of producers • Nitrogen (N), Phosphorus (P), and Potassium (K) are naturally limited because they… • move slowly through the environment • involve many transformations to make them usable by living things

Nutrient Loading: Humans add more nutrients to an ecosystem by… • Chemical Fertilizers • Add extra nutrients to make plants grow faster • From farms, lawns, parks • Animal & Human Waste: • Full of Phosphorus and Nitrogen • From dog poop, agricultural waste (cow/pig/chicken poop), and overflowing sewers (human waste) These things get carried by run-off into rivers, lakes, and oceans.

Nutrient Loading: What’s the problem? • When limiting nutrients become unlimited some plants (algae) grow out of control! • Shade other producers below the surface (underwater plants die b/c no sun) • Bacteria eat the dead plants  bacteria grows out of control • Bacteria use all the oxygen in the water = Oxygen Depletion Kills Fish and Other Organisms

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Human Impacts on Watershed Dynamics

Mini-Lab: Human Impacts on Watershed Dynamics • In this lab we will explore how different land surfaces affect the flow of water. • You will be in groups of 4 (the people sitting at your table) • Divide into the following 4 Jobs for Group Members: • Facilitator - Read the instructions aloud to the group. • Task manager - Make sure everyone is doing their jobs and staying on task. • Rainman (or woman) - When instructed by the facilitator, using the water bottle to create rain on the hill. • Landscape Developer - When instructed by the facilitator, make changes in the landscape. • Facilitator: • Read the instructions to facilitate the completion of the lab. • Make sure everyone is making observations as they move through the lab. • Everyone: • Complete the Analysis Questions at the end of the lab.

Bio 9: Monday, 5.23.11 Title: Pollutants in Urban Run-off (Moretti Out) • Homework: • Complete the 2 questions on the Urban Run-Off Reading Assignment (answers should be paragraphs) - this will be collected and graded • Do Now(s): • How do impervious surfaces relate to urban run-off? • Today’s Objectives: • Identify how sediments, bacteria, pesticides, and toxins enter waterways and why each one is harmful • Explain 2 ways that YOU can help improve water quality in your city

In-Class Reading Assignment:Polluted Urban Run-Off – A Source of Concern • Part I: Actively Read EPA Article, Polluted Urban Runoff: A Source of Concern. Take reading notes on the article as you read it. • Part II: Complete the graphic organizer attached to the article • Fill in each of the four columns with the information for each of the pollutants described in the article. • This will take some time, but it will be the foundation of the Pollution Poster Project you will start next week, so do a good job! • Part III: Complete the Homework Assignment for tonight • Imagine that a friend asks you what you’ve studying in biology class, and you tell her, “Urban Runoff.” She responds by saying, “What’s that? Why does it matter? How does it even relate to biology?” • Your job is to write a convincing response to her questions. Your answer should include: • An explanation of what urban runoff is, in words that your friend could understand. • A thorough explanation of least three different reasons why urban runoff is a concern. • An explanation of how all this relates to biology.

Bio 9B: Tuesday, 5.24.11Title: Pollution Pathways Through the Environment Double Block • Homework: • Finish the Analysis Questions from the “Nutrients in Your Watershed” Game • Do Now(s): • Why is nutrient loading harmful to ecosystems? • Today’s Objectives: • Explain how nutrient loading can negatively affect an ecosystem • Identify at least 3 different ways that humans contribute to nutrient loading, and at least 1 change in human behavior that could reduce this!

Nutrient Loading: What’s the problem? • When limiting nutrients become unlimited some plants (algae) grow out of control! • Shade other producers below the surface (underwater plants die b/c no sun) • Bacteria eat the dead plants  bacteria grows out of control • Bacteria use all the oxygen in the water = Oxygen Depletion Kills Fish and Other Organisms

Block 1: Pollution Pathways

Non-Point Source Pollution Video Write down these questions to answer during the video: • What is nonpoint source pollution? • What are some examples? Taken from http://www.youtube.com/watch?v=cACFw8lzkPI&feature=related

Sources of Water Pollution • Point Source Pollution • From a direct source • Sewage Treatment Plant • Factory • Storm water discharge pipe • Non-Point Source Pollution • From a widespread, non-specific source, carried by air or run-off • Fertilizers • Animal Wastes • Car exhausts 80 percent of ocean pollution comes from land-based sources* We ALL play a role in Non-Point Pollution http://www.waterencyclopedia.com/images/wsci_03_img0431.jpg http://i7.photobucket.com/albums/y289/tecknopuppy/pollution_steel_factory.jpg http://www.eriewatershed.org/wp/wp-content/uploads/2007/11/parking-lot-dedication-1-orig.jpg *http://www.yoto98.noaa.gov/facts/pollut.htm

Chemical Pollution • Numbers: • More than 70,000 commercial and industrial compounds are now in use • An estimated 1,000 new chemicals are introduced each year (most of these are not adequately tested) • Pathways Through Environment • Point Source Discharge from Factories/ Industries: Water or Airborne • Nonpoint Runoff: Urban Centers and Farms • Nonpoint Airborne: Autos, aerosols, burning, dust particulate, etc. • Airborne brought down through Deposition • Poor Disposal/ Leach from Landfills into Groundwater http://www.on.ec.gc.ca/community/classroom/c2-foodweb-e.html

Plastics in the Environment • Video: Sailing the great Pacific Garbage Patch: http://www.youtube.com/watch?v=ioRSmH4NPEs • What do you find most shocking about this video?

Block 2: Nutrients in Watershed Game

Game: Nutrients in Your Watershed! • Background Info – Read it on the packet • Rules of the game • 3-4 players (Count off by 8) • For each player’s turn: • Draw a card and read it aloud • Record N and P gain/loss and nutrient total • Record Effects on River Ecosystem • Put the card back into the deck • Play for 10 rounds • Answer Analysis Questions • 2nd block: Video & Notes/Discussion on Pollution Pathways

Bio 9B: Wednesday, 5.25.11 Title: BioAccumulation • Homework: Finish the BioAccumulation Packet. • Do Now: Pass HW forward (Urban Runoff Chart & Questions) Get a BioAccumulation handout! • Today’s Objectives: • Define and explain bioaccumulation.

Bioaccumulation Activity Part I: Food Web Simulation Activity • In this activity, we will simulate the feeding relationships in an aquatic food web. The base of this food web is phytoplankton – tiny photosynthetic organisms such as algae, diatoms, and certain bacteria. The phytoplankton are eaten by zooplankton, which are tiny animals in the water. Fish eat the zooplankton, and then predatory birds such as hawks eat the fish. • For this simulation, we need 14 zooplankton, 6 fish, and 2 hawk. Imagine each zooplankton must eat at least 10 phytoplankton to survive, each fish must eat at least 4 zooplankton, and each hawk must eat at least 4 fish. Zooplankton, you will get a card telling you how much phytoplankton you have eaten. Fish and hawks, you will need to seek out animals lower on the food web to eat. When you “eat” them, you need determine how much total phytoplankton have gone into feeding you (i.e.: add up all of the phytoplankton all of low organisms have eaten).

Energy Pyramids & Trophic Levels The 10% Rule: Only 10% of the energy in one trophic level gets passed up to the next level! Trophic Levels = Energy Levels in the Pyramid Top Carnivore Tertiary Consumers If there’s 100,000 Calories of Energy in the Phytoplankton, how much will the Zooplankton get? Secondary Consumers Primary Consumers Producers Energy from the SUN

Chemical Pollution: Effects on Ecosystems • Bioaccumulation/ Biomagnification: • The build-up of toxins in an organisms tissues • Higher concentrations in organisms than in surrounding ecosystem • Tend to accumulate most in higher-level consumers. Become toxic at certain concentrations • Examples: • Metals: mercury, lead, & cadmium • PCBS • Pesticides: DDT

Bio 9B: Monday, 5.31.10 Title: No School – Memorial Day • Homework: • Do Now(s): • Today’s Objectives:

Bio 9B: Tuesday, 5.31.11 Title: The Carbon Cycle • Homework: None – get some rest for MCAS tomorrow Tomorrow at 7:40 – 9th Grade Bagel Breakfast on 4th Floor! • Do Now: Write the equation for cellular respiration! (Try and remember it if you can… otherwise, check notes from 1st quarter!) • Today’s Objectives: • Compare and contrast cellular respiration and photosynthesis. • Identify sources and sinks in the carbon cycle.

mitochondria enzymes Glucose + Oxygen Carbon Dioxide + Water + ATP + Heat C6H12O6 + 6 O2 6 CO2 + 6 H2O light + chloroplast enzymes Carbon Dioxide + Water + Light Glucose + Oxygen C6H12O6 + 6 O2 6 CO2 + 6 H2O

Carbon Cycle Review • Found in ALL life forms. ALL life is Carbon-Based! • Absorbed: • Photosynthesis • Stored (sink): • Plant Tissue (forests…) • Dead organisms turn to fossil fuels (coal, oil, …) • Released (source): • Respiration • Decomposition • Released (source): • Volcanoes • Erosion • Human Release (source): • Burn Fossil Fuels

Carbon Cycle Review • Take out the Cell Respiration and Photosynthesis packet from Tuesday • Analysis question review…

Climate Change Videos • “Al Gore warns of latest climate trends” from TED.com: http://www.ted.com/index.php/talks/al_gore_warns_on_latest_climate_trends.html • “Al Gore’s new thinking on the climate crisis” from TED.com (begin 5 minutes in): http://www.ted.com/talks/al_gore_s_new_thinking_on_the_climate_crisis.html Note: You can find more of the videos at www.ted.com

Introduce Pollution Poster Project Distribute Overview and Rubric Compare and Contrast different educational/ PSA posters

Compare/ Contrast Poster Ideas

Topics: • Nutrient pollution from fertilizers (be specific to Nitrogen and Phosphorus) • Nutrient pollution from pet/ animal feces (be specific to Nitrogen and Phosphorus) • Acidity in waterways • Plastics in the environment • Carbon Dioxide in the atmosphere (note: if you choose this option, you need to specific your Source and Effect when you sign up. We will accept up to 5 different proposals). • PCBs Pollution in the environment • PAHs Pollution in the environment • Mercury Pollution in the environment • Lead Pollution in the environment • Zinc Pollution in the environment • Prescription drugs/ Antibiotics in the environment (not directly covered in class) • The effects of deforestation on the water cycle • Pollution from other metals in the sediment • Pesticides in the environment • Movement of other toxins in the environment (arsenic, cyanide, etc.). Identify the specific toxin you are interested in. • Poisonous/ deadly bacteria in the environment • Effects of limited dissolved oxygen on fish • The effects of large-scale forest fires • Sewer discharge from storm water overflow (Note: you must identify the type of pollutant you plan to highlight when signing up. We will accept up to 2 different proposals for this.) • Leaking discharge of oil and other fluids from automobiles • Urban Run Off (This is for those who have a different idea for a pollutant moving through the environment by urban run-off. Present your individual proposal for consideration.).

Bio 9B: Wednesday, 6.2.10 Title: Pollution Analysis • Homework: • Email me your choices for Pollution Project by 3:30 today! • Get to bed early tonight to get ready for MCAS… you know how you feel when you get tired during a test! • Do Now(s): • Take a Greening the Herds: A New Diet to Cap Gas article from the kidney table and get ready to read and review it… • Today’s Objectives: • Conduct a pollution analysis similar to your poster project.

Pollution Analysis (similar to what you need to do for your project)

Article Review Greening the Herds: A New Diet to Cap Gas By LESLIE KAUFMAN June 5, 2009

Highgate, Vermont

Pollution Issue Analysis:Stonyfield Farm • Pollutant/ Source? Methane Gas: Comes from cow farts! • Pathway? Released from cow farts Moves into the atmosphere • Effects of Pollutants? Traps heat inside the atmosphere (greenhouse effect) This contributes to global warming • Strategy? Feed cows grassinstead of corn & soy  this makes them fart less methane! • Unforeseen Benefits? Cows are happier & healthier b/c grass is their natural diet

Pollution Project Planning Set up the following template in your notebook. Fill it in using notes, articles read in class, and/or textbook. See the Pollution Poster Packet for more details! Pollutant: ___________________________________ Source: Pathway: Effects of Pollutant: Why it has this effect: Strategy for change: Why it would work:

Bio 9B: Thursday, 6.2.11 Title: Pollution Project Work • Homework: • Draft papers with all sections completed are due Monday and will be checked. You get a HW detention if it is not completed. • Final Papers are due Tuesday, June 7 and Posters are due Thursday, June 9. • Do Now(s): • Take out your project outlines and the other materials for you project. Get to work! • Today’s Objectives: • Continue work on your poster project

Bio 9B: Monday, 6.6.11 Title: Pollution Project Work • Homework: • Draft papers with all sections completed are due today and will be checked. You get a HW detention if it is not completed. • Completed and typed Pollution Paper (all four sections) is due by the start of class tomorrow. • Drafts of the poster are due by the end of class Tuesday – have your major themes and sections mapped out. • Do Now(s): • Take out your project materials and get to work! • Today’s Objectives: • Continue work on your poster project

Bio 9B: Tuesday, 6.7.11 Title: Pollution Poster Work Double Block • Homework: • Completed and typed Pollution Paper (all four sections) is due by the start of class today. Pass your stapled paper to the left to be collected. • Drafts of the poster are due by the end of class Today – have your major themes and sections mapped out. • Final Posters are due Thursday, June 9. • Do Now(s): • Take out your project materials and get to work! • Today’s Objectives: • Continue work on your poster project

Bio 9B: Wednesday, 6.8.11 Title: Pollution Poster Work • Homework: • Final Posters are due TOMORROW, Thursday, June 9. • You have this last class period to work on it! • Do Now(s): • Take out your project materials and get to work! • Today’s Objectives: • Continue work on your poster project

Bio 9B: Thursday, 6.9.11 Title: Pollution Poster Voting • Homework: • Final Posters are due TODAY, Thursday, June 9. • Do Now(s): • Take out your posters for the voting session! • Today’s Objectives: • Evaluate each other’s posters, vote on the best ideas, and learn from each other’s work!

Pollution Poster Voting & Gallery Walk Hang posters around the room Vote on the top 3 posters (no order) – (evaluate them based on their visual quality and message) Complete the “Gallery Walk” sheet Announce winner!

Bio 9B: Thursday, 5.19.11 Title: Nutrient Cycles