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Bio 9A/9D: Wednesday, 5.18.11 Title: Nutrient Cycles

Bio 9A/9D: Wednesday, 5.18.11 Title: Nutrient Cycles. Homework: None  Silent Do Now: (in NB w/ title & date) 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

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Bio 9A/9D: Wednesday, 5.18.11 Title: Nutrient Cycles

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  1. Bio 9A/9D: Wednesday, 5.18.11 Title: Nutrient Cycles • Homework: None  • Silent Do Now: (in NB w/ title & date) • 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

  2. Ecology: Nutrient Cycles PHA Biology: 2009 Moretti/ Dickson

  3. Nutrients(This is REVIEW so writing it is optional) • The body’s chemical “Building Blocks” • Made of CHNOPS and a few other elements • Uses: • build tissues • essential body functions (think: carbs, proteins, nucleic acids) • Cycle between organisms and environment

  4. 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.

  5. 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 • Then P moves through food web (plants  animals  decomposers)

  6. 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

  7. 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.

  8. http://farm1.static.flickr.com/106/305293863_50e6a517ef.jpg?v=0http://farm1.static.flickr.com/106/305293863_50e6a517ef.jpg?v=0 http://www.hoorwa.org/index_images/cows3edited.jpg

  9. 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

  10. 9D – Special seats just for today TraeRayoni Celeste Davnys Lorreno DyaniJoas Nekeyla Nicholas Loveng Jackson Samantha Miguel Marcelo Courtney Owen Hannah Carlheb Warren Kayla

  11. Bio 9A/9D: Thursday, 5.19.11 Title: Nutrients in the Watershed Game! • Homework: None. Do an awesome job at exhibition night tonight! We DO STILL have MCAS Prep class after school. • Silent Do Now – NOT in your notebook! • Get a “Nutrients in your Watershed” packet • Silently read the first 2 paragraphs • In the margin next to each paragraph, write a 1-sentence summary (one per paragraph) of the important points • 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!

  12. Game: Nutrients in Your Watershed! • Background Info – Read it on the packet • Rules of the game • 3-4 players • 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 • Play for 10 rounds • After the game is over: ANSWER THE ANALYSIS Q’S

  13. Bio 9A/9D: Friday, 5.20.11Title: Pollutants in Urban Run-off • Homework: If you don’t finish in class, you must finish: • Back of Urban Run-Off worksheet (2 questions) • Nutrient Game Analysis Questions (from yesterday) • Silent Do Now: • Get a “Polluted Urban Run-Off” Article • Read the first 5 paragraphs (stop at “Sediment”) • In your notebook: • How would you define “urban run-off”? • What are some of the pollutants in urban run-off?

  14. Today’s Objectives and Agenda • 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 • Practice explaining scientific ideas in writing (this is good prep for MCAS open response) • Today’s Agenda: • Article – Read and analyze 6 types of pollutants (30 minutes) • We’ll do the first one together • Then do the rest on your own • Article – Small-group discussion (15 minutes) • Pollution Video & Notes/Discussion (20 minutes) • Writing Assignment (20 minutes)

  15. Article: Urban Run-Off • Step 1: Read silently on your own and fill in the chart • If there are things you can’t find, leave them blank OR make an inference (but don’t give up too quickly!) • Be as specific as possible! • Step 2: In your small group – check your answers! • Each person shares out on one pollutant • Other group members clarify if they got different info • Go around until you’ve discussed each pollutant

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

  17. 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

  18. http://farm1.static.flickr.com/106/305293863_50e6a517ef.jpg?v=0http://farm1.static.flickr.com/106/305293863_50e6a517ef.jpg?v=0 http://www.hoorwa.org/index_images/cows3edited.jpg

  19. 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

  20. Silent Writing Time (finish for HW) • Complete the writing assignment on the back of the Urban Run-Off Worksheet • Then go back and finish yesterday’s analysis questions if you didn’t already • Finish both of these for HW

  21. 9A – Seats for Today Hajar Emiliano Erick Victor Lorena Joshua Cassandra Lennin Kenny Amrita Nathy Daysia Beverly Bryan Yamile Olivia Devin Alerte Naidaliz Joelle Lila Martely Imani Javier Jesse

  22. Bio 9A/9D: Monday, 5.23.11Title: BioAccumulation • Homework: None • Silent Do Now: (in NB w/ title and date) What is a food chain or food web? Within a food chain, what is a producer? (We haven’t studied this yet – just write what you think) When finished, look in your folder for… • Urban Run-Off Assignment from Friday (chart and paragraphs) • Nutrients in the Watershed Game – Analysis Questions Get ready to pass these forward if you didn’t hand them in last week. • Today’s Objective: • Simulate the feeding relationships in an aquatic food chain

  23. Today’s Agenda • Bio-Accumulation and Food Chain Simulation • Assign roles • Explain rules • No running! • Boundaries = desks. No going under, over, or around them. • Zooplankton and fish can’t make noise! Stay SILENT as you search for food and try to evade capture. • Play the game • Analyze the data

  24. Bio 9A/9D: Tuesday, 5.24.11Title: BioAccumulation, Food Webs, and Energy Pyramids • Homework: Finish the BioAccumulation Packet • Silent Do Now: (NOT in your notebook) • Take out the BioAccumulation packet from yesterday. • Turn to page 2 and silently complete ALL of the questions on this page. • I will give you back your scorecard so that you have all the info from yesterday. • Today’s Objectives: • Explain the 10% rule of energy transfer • Draw and interpret a food web • Define and explain bioaccumulation in food webs D3/*$Bwc

  25. Energy Pyramids & Trophic Levels(Write these notes on your packet) Trophic Levels = Energy Levels in the Pyramid The 10% Rule: Only 10% of the energy in one trophic level gets passed up to the next level! 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

  26. 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

  27. 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

  28. The Carbon Cycle • Study the diagram • Use it to answer the questions in your notebook!

  29. Bio 9D: Thursday, 5.26.11Title: MCAS Review Day • Homework: • Finish any work from yesterday • Silent Do Now: (in your head – don’t need to write) • Which do you think will be most challenging for you on next week’s MCAS exam? • Biochemistry (carbs, lipids, proteins, etc.) • Cells (organelles, eukaryotes vs. prokaryotes, etc.) • Long multiple choice questions with graphs, diagrams, too many words • Open response questions

  30. Go to phascience.wordpress.com • Find “Biology 9 MCAS Prep – Review Materials” • Scroll down to choose the review activity that’s best for you • If you finish one, go on to the next. • You should have evidence in your notebook of completing at least two of these review assignments (write the answers in your notebook) • Check answers when done

  31. Bio 9D: Friday, 5.27.11Title: Carbon Cycle and Climate Change • Homework: • Email me (adickson@prospecthillacademy.org) with your top 3 choices for your pollution poster topic • Do some MCAS review – use the blog! • Silent Do Now: (Refer to your Carbon Cycle worksheet) • What is the equation for photosynthesis? • How does photosynthesis relate to the carbon cycle? • How does cell respiration relate to the carbon cycle? • What questions do you have about the Carbon Cycle worksheet? • Take out your HW from Wed. (multiple choice questions) to hand in • Today’s Objectives: • Explain how humans are adversely affecting the carbon cycle to bring about global climatic change. • Identify ways that humans can help slow climate change.

  32. 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

  33. Carbon Cycle Review • Turn to the questions you answered about this diagram…

  34. Carbon Cycle (Review/Notes) Carbon is… • Found in ALL life forms. ALL life is Carbon-Based! • Absorbed by photosynthesis • Stored (sink): • Plant Tissue (forests…) • Dead organisms turn to fossil fuels (coal, oil, …) • Released by living things: • Respiration • Decomposition • Released by non-living things: • Volcanoes • Erosion • Released by human activities): • Burn Fossil Fuels (cars, factories) and Deforestation

  35. How Does Carbon Dioxide Affect the Climate? The Greenhouse Effect Heat from sun – some trapped, some released Heat from sun – more trapped, less released Earth Earth – warming up. CO2 and other greenhouse gases in atmosphere Thicker layer of CO2 and other greenhouse gases

  36. 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 (stop at Joe Camel) • “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

  37. Introduce Pollution Poster Project Distribute Overview and Rubric Read an Article and Use it to Model the Poster Compare and Contrast Poster Examples

  38. Pollution Poster PracticeStonyfield Farm Article Actively read and look for… • Pollutant? • Pathway • Effects of Pollutant? • Strategy?

  39. Highgate, Vermont

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

  41. MCAS Answers

  42. Bio 9A/9D: Tuesday, 5.31.11Title: Last MCAS Review Day! • Homework: • Get a good night’s sleep for tomorrow’s MCAS Test Tomorrow morning: Bagels for breakfast, 4th floor @ 7:40 • Silent Do Now: • Get an MCAS Review Packet • Work on it silently for 10 minutes – you will then have time to consult with partner, so just fill in what you can for now. • Today’s Objectives: • Review important vocabulary words for tomorrow’s MCAS

  43. Bio 9A/9D: Tuesday, 5.31.11Title: Last MCAS Review Day! • Take 15 more minutes to complete as much as the packet as you can with your small group • Use your notes if no one in your group can remember • We will then review as a class

  44. Bio 9A/9D: Wednesday, 6.1.11Title: Pollution Project Planning (Day 1) • Homework: • Get a good night’s sleep for the second day of MCAS Testing We have some extra breakfast so there will be some but maybe not a lot – eat beforehand just in case. • Silent Do Now: (in NB with title and date) • How was this morning’s test? What felt easy? What was hard? What made you think? • On the next slide: Evaluate the 5 example posters. Which is most effective? Why? • Today’s Objective: • Gather notes/information on your pollutant

  45. Compare/ Contrast Poster Ideas

  46. Pollution Poster 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 Rubric for more details! • Pollutant: ___________________________________ • Source: • Pathway: • Effects of Pollutant: • Why it has this effect: • Strategy for change: • Why it would work:

  47. Poster Topics Assignments • The effects of deforestation on the water cycle - Fatima • Nutrient pollution from fertilizers (be specific to Nitrogen and Phosphorus) - Poppy • The effects of large-scale forest fires - Nicole • Prescription drugs/ Antibiotics in the environment (not directly covered in class) -Klara • Pesticides in the environment - Aaron • Urban Run Off – Brian (littering) • Leaking discharge of oil and other fluids from automobiles - Kimberly • Pollution from other metals (not lead) in the sediment - Mario • Oil spill from offshore drilling – • Sara – effects on food webs • Gabe – effects on dissolved oxygen • Lead Pollution in the environment - Keith • Zinc Pollution in the environment – Karen • Acidity in waterways – J.J. • Plastics in the environment - Dimitri

  48. More Topic Assignments: • Nutrient pollution from pet/animal feces (be specific to Nitrogen and Phosphorus) - Jasmin • Carbon Dioxide in the atmosphere • Ashley – forest fires effects on atmospheric CO2 • Esther – deforestation’s effects on atmospheric CO2 • Andrea – cars’ effects on atmospheric CO2 • Amando – coal-burning power plants • PCBs Pollution in the environment – Helen • PAHs Pollution in the environment - Talia • Mercury Pollution in the environment - Paul • Poisonous/ deadly bacteria in the environment -Ilyanna • Effects of limited dissolved oxygen on fish - Marpha • 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.)– Adaiah; Nelson

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