Week 22, Environmental Science, Mr. Vaught January 28-Feb 1, 2008

Objectives:

1. HFACEnvironmentalScience.blogspot.com

2. Chapter 8, Understanding Populations

3. Extra credit: field guide and community garden and news articles.

4. Continue labs, Winogradsky column

5. Begin lab, fertilizers and eutrophication

6. Please bring 20oz plastic bottles and 16oz glass jars before Friday so that we can use them for the next lab.

Monday: 012808

Predator/prey and parasite/host relationships, help on papers, figuring grades.

Turn in: homework 8.2

Handouts:

Homework: finish paper on transportation efficiency

Tuesday: 012908

Niche, habitats, relationships

Quiz 8.2

Turn in Papers on transportation efficiency

Handout/Homework:

• Chapter 8 review, due Thursday

Wednesday: 013008

Review for exam

Homework: finish review and study for exam.

Bring plastic bottles (20oz) and glass jars(16oz).

Thursday: 01-31-08

Exam on chapter 8

Take notes on Winogradsky columns.

Handout/homework:

Friday: 02-01-08

Begin lab on fertilizers and eutrophication

Homework,

Environmental Journal Topics

012808 What is the difference between a parasite and a predator?

012908 What is the difference between a niche and a habitat?

013008 How is the niche of a polar bear and a shark similar? And different?

013108 Take notes on each of the 9 Winogradsky columns.

020108 Write a hypothesis on which fertilizer will be best for the plants?

Write a second hypothesis on which fertilizer will cause the most eutrophication?

Review chapter 8. Homework due Thursday, 1-31-08.

Matching. The answers below may be used more than once.

1. Robins eating at a bird feeder.

2. In which type of interaction between species does one species benefit by harming another species but not killing it?

3. organisms attempt to use same resources

4. A fox hunting a rabbit.

5. flees on a dog that suck his blood for food

6. the number of zebra per square kilometer

7. arrangement of a population within a given space

8. a honeybee pollinating a flower as it drinks nectar from the flower

9. an orchid using a high tree branch as a place of attachment to receive more sunlight but not affecting the tree

1. commensalisms

2. parasitism

3. Predation

4. Mutualism

5. Competition

6. Density

7. dispersion

More matching

10. average age at which members of a species reproduce

11. all the perch living in a pond

12. cause of death that does not occur more quickly in crowded populations

13. a desease that spreads more quickly in a dense population

14. Bisons role as a large herbivore on American grasslands

15. factor that determines the carrying capacity of an ecosystem

16. description of a large population of fish schooling in one region of a lake

17. birth rate minus death rate

18. a way to reduce competition between species

1. density independent

2. growth rate

3. limiting resource

4. generation time

5. niche

6. niche restriction

7. clumped dispersion

8. population

9. density dependent

Questions

14. If each couple has only 2 children, is the population growing, shrinking, or staying the same?

15. Which of the following species has the highest reproductive potential?

a. people b. dogs c. mosquito d. rabbit

16. What determines the carrying capacity of an ecosystem for a particular species at a particular time?

a. number of individuals in the species. b. distribution of the population.

c. reproductive potential of the species. d. supply of the

17. Bats that hunt mosquitos at night and birds that hunt mosquitos during the day are an example of

a. direct competition b. mutualism c. indirect competition d. indirect commensalisms

18. Which of the following examples would be least likely to be considered a symbiotic interaction?

a. A wren builds a nest in a cactus.

b. A yucca moth pollinates and lays eggs on yucca flowers.

c. A tiger hunts and feeds on a gazelle.

d. Bacteria in a cow’s digestive system help it digest

19. Which of the following two species represent a relationship that has coevolved?

a. flowering plants and their pollinators

b. foxes and their coyote competitors

c. house cats and their prey

d. rabbits and their relatives

20. Think of an example of competition between two different populations of two different species when their niches overlap.

Honors: Review the above questions and think about

Examples of different types of dispersion

Examples of density dependent and density independent deaths

Know the table on figure 10 which shows the different interactions possible and who is affected in each how.

When do you have exponential growth? How long can exponential growth last? What limits population growth? Examples.

Winogradsky column

Today we are going to build a Winogradsky column. This is like a microbial garden or a bacterial zoo. Often bacteria are studied in isolation but we want to see how they interact and live together. A Winogradsky column is a model of how many bacteria interact in nature, such as in a pond. Because it is small and contained we can easily manipulate variables and observe it in the class room on a daily or weekly basis.

How to make a Winogradsky column:

Materials:

• Collect mud and water from a stream, river, lake, pond, marsh, or ocean.

• Take a clear 2-liter bottle and cut the top off.

• A carbon source, shredded paper, saw dust, oat meal, leaves or grass.

• A sulfur source, egg yolks, cheese

• Optional, seashells, pieces of metal, soap, salt, pine needles.

Directions:

• Mix the mud with a carbon and a sulfur source. Measure how much of each you use. Mix in some water to make a slurry. Add this to the bottom of your 2-liter bottle. Knock any air bubbles out.

• Add more mud to fill the column.

• Add 1cm of water to the top of the column.

• Cover the column with plastic wrap and rubber band.

• Set in a place with good light but not direct sun light.

• Take a picture of the initial column on day zero.

• Observe how the column for at least a month. Take pictures to document how the column changes at least once a month.

Variations

You can set up several columns with to test variations such as the amount of light, the amount of carbon, or sulfur, or the amount of other nutrients or addatives such as calcium or iron. Just remember that you need a control to compare your experimental group to and that each experimental group can only have one variable different than the control.

Questions on Winogradsky column. Use the internet to answer the following questions.

1. Who invented the Winogradsky column? When and where did he live?

2. How was his method of study different than the other microbiologists of the time?

3. What does metabolic diversity mean?

4. How do bacteria demonstrate metabolic diversity?

5. What part of the column is aerobic? What does this mean?

6. What part of the column demonstrates anaerobic metabolism? What does this mean?

7. If there is no Oxygen, how do the bacteria survive?

8. How is fermentation different than anaerobic metabolism?

9. Name four different types of bacteria that we might find in our Winogradsky columns.

10. What color are they and where in the column would you expect to find them?

11. Draw each of these four bacteria.

12. Identify which ones are aerobic and which ones are anaerobic.

13. When Clostridium metabolize cellulose what are the waste products produced?

14. How will this change the habitat of the column?

15. What is the equation of anaerobic photosynthesis?

16. How is this different than aerobic photosynthesis?

17. What are photoheterotrophs and where do they occur?

18. What is the difference between a phototroph and a chemotroph?

19. What is the difference between a autotroph and a heterotroph?

20. What is an example of a photoautotroph?

21. What is an example of a chemoautotroph?

Observations

3 classes

Day 0, Monday, 01-14-08

4 period

• mud from park stream bed, mostly clay, reddish-orange

• 3 columns, all in sunlight

  1. 4g egg, 14 g paper

  2. 4g egg

  3. 14g paper

5 period

• Mud from lake Overholser, very sandy, brown

• 3 columns, all in sunlight

  1. 4g egg, 14 g paper

  2. 14 g paper

  3. mud only

6^th period

• Mud from Dolese lake, sandy, dark brown, lots of roots and vegetation

• 3 columns

  1. egg, paper, sunlight

  2. egg, paper, no sunlight, covered with green construction paper and lid.

  3. egg, no paper, sunlight

Day 4, Friday, 01-18-08

4^th period, mud has settled a little, looks like the moo, little craters, no sign of life.

5^th period, mud has settled a little, looks like the moo, little craters, little worms wiggling on top (less than 1 cm coming out of mud).

6^th period mud has settled a little, looks like the moo, little craters, little worms wiggling on top (less than 1 cm coming out of mud).

Day 8, Friday, 01-22-08

4^th period, some dark black spots, 1-9mm, fewer in the one that only has paper

5^th period, some black spots and streaks, up to 3 cm long, in all columns

6^th period, some small black spots distributed throughout, most 1-3mm. some longer worms than previously, up to 3cm long, 1mm diameter, wiggling less than before.

Day , Friday, 01--08

4^th period

• 3 columns, all in sunlight

  1. 4g egg, 14 g paper

  2. 4g egg

  3. 14g paper

5^th period

• 3 columns, all in sunlight

  1. 4g egg, 14 g paper

  2. 14 g paper

  3. mud only

6^th period

• 3 columns

  1. egg, paper, sunlight

  2. egg, paper, no sunlight, covered with green construction paper and lid.

  3. egg, no paper, sunlight

Day , Friday, 01--08

4^th period

• 3 columns, all in sunlight

  1. 4g egg, 14 g paper

  2. 4g egg

  3. 14g paper

5^th period

• 3 columns, all in sunlight

  1. 4g egg, 14 g paper

  2. 14 g paper

  3. mud only

6^th period

• 3 columns

  1. egg, paper, sunlight

  2. egg, paper, no sunlight, covered with green construction paper and lid.

  3. egg, no paper, sunlight

Day , Friday, 01--08

4^th period

• 3 columns, all in sunlight

  1. 4g egg, 14 g paper

  2. 4g egg

  3. 14g paper

5^th period

• 3 columns, all in sunlight

  1. 4g egg, 14 g paper

  2. 14 g paper

  3. mud only

6^th period

• 3 columns

  1. egg, paper, sunlight

  2. egg, paper, no sunlight, covered with green construction paper and lid.

  3. egg, no paper, sunlight

Day , Friday, 01--08

4^th period

• 3 columns, all in sunlight

  1. 4g egg, 14 g paper

  2. 4g egg

  3. 14g paper

5^th period

• 3 columns, all in sunlight

  1. 4g egg, 14 g paper

  2. 14 g paper

  3. mud only

6^th period

• 3 columns

  1. egg, paper, sunlight

  2. egg, paper, no sunlight, covered with green construction paper and lid.

  3. egg, no paper, sunlight

Day , Friday, 01--08

4^th period

• 3 columns, all in sunlight

  1. 4g egg, 14 g paper

  2. 4g egg

  3. 14g paper

5^th period

• 3 columns, all in sunlight

  1. 4g egg, 14 g paper

  2. 14 g paper

  3. mud only

6^th period

• 3 columns

  1. egg, paper, sunlight

  2. egg, paper, no sunlight, covered with green construction paper and lid.

  3. egg, no paper, sunlight

Week 21, Environmental Science, Mr. Vaught January 22-25, 2008

Objectives:

1. HFACEnvironmentalScience.blogspot.com

2. Chapter 8, Understanding Populations

3. Extra credit: field guide and community garden and news articles.

4. Continue labs, Winogradsky column

5. Begin lab, fertilizers and eutrophication

6. Please bring 20oz plastic bottles and 16oz glass jars before Friday so that we can use them for the next lab.

Monday: 0108

Turn in:

Handouts:

Homework:

Tuesday: 012208

Handout/Homework:

• Chapter 8 vocabulary and questions, 8.1 due Thursday, 8.2 due Monday

• Efficiency of transportation, paper outline due Friday, finished paper due Tuesday, 29^th.

Wednesday: 012308

Go to library and begin questions on transportation efficiency.

Homework: finish 8.1 vocabulary and questions

Bring bottles and jars.

Thursday: 01-24-08

Discussion of 8.1 followed by quiz

Take notes on Winogradsky columns

Handout/homework: finish outline for paper

Friday: 01-25-08

Begin lab on fertilizers and eutrophication

Homework finish 8.2, begin writing paper.

Environmental Journal Topics

012108 MLK day

012208 Tea or hot chocolate?

012308 Besides fuel, what resources are necessary to use cars as transportation?

012408 How do you calculate population growth?

012508 Write a hypothesis on which fertilizer will be best for the plants?

What is your hypothesis on which fertilizer will cause the most eutrophication?

Research/Writing assignment Efficiency of Transportation

Outline due Friday, 25^th Finished paper due Tuesday the 29^th.

Brainstorm on the many forms of transportation.

They all require some form of energy.

What are the different forms of energy that might be used?

In relation to transportation, efficiency is how far you can travel on a given amount of energy or how much energy it takes to travel a certain distance (like miles per gallon of gas or calories per mile).

How do we compare the energy in a loaf of bread to the energy in a gas tank?

What are the factors that make a vehicle less efficient?

What are the factors that make a vehicle more efficient?

What are the reasons people do not use more efficient vehicles?

What are problems associated with using inefficient vehicles?

What steps could our society take to encourage more efficient vehicle use?

Are other resources required to use these forms of transportation?

How efficient are the vehicles most Americans drive?

How does this compare to vehicles in Europe, India, China, or Japan?

What are the most efficient vehicles available today?

Why don’t more people use them?

Assignment:

Think about and research the previous questions. Write a 400 word (800 words for honors students) paper discussing the efficiency of vehicles. You should include discussion of some of the questions above. You may want to focus on a particular form of transportation or contrast two more common forms.

You may include pictures as well.

Extra credit will be given for original illustrations or original graphs showing the efficiency comparisons.

Plagarized papers will not be accepted. It is OK to copy and paste in the research phase while you are gathering information but do not turn this in for a grade. You may rewrite, paraphrase, in your own words.

Outline is due Friday, Jan 25^th.

Finished paper is due Tuesday, Jan 29^th.

Chapter 8: vocab and questions. Understanding Populations.

Instructions: The following is an outline for chapter 8, Understanding populations. To complete the outline, read the chapter, define all the vocabulary words below, and answer all the questions.

8.1 Due Thursday, Jan 24th.

8.1 How populations change in size

Populations

Why is a population also referred to as a reproductive group?

Size

Density

Dispersion

Even, clumped, random

Growth rate

Why do sea turtles have so many eggs?

Biotic potential

Reproductive potential

What are 3 ways to increase reproductive potential?

Generation time

Exponential growth

When does exponential growth occur in nature?

Can you have exponential growth forever?

What limits population growth?

Carrying capacity

Resource limits

Limiting resource

Competition within a population

Territory

Population regulation

Density dependent

Limited resources, predation, and disease

Density independent

Severe weather, natural disasters

Would a forest fire be density dependent or density independent?

Chapter 8.2, due Monday, Jan 28th.

How species interact with each other

Niche

Habitat

What is the difference between a niche and a habitat?

Competition

Niches overlap

Indirect competition

Niche restriction

Predation

Predator

Prey

How are the populations of lynx and snowshoe hare related?

What are 4 predator and prey adaptations?

Parasitism

Parasite

Host

Mutualism

Describe a mutualistic relationship you have.

Commensalism

Based on who is harmed and who benefits form the relationship.

Symbiosis

Coevolution

Review for chapter 7 exam. Review is due Friday. Exam is Friday.

1. What are organisms that float near the surface of the water?

2. What are four factors that determine where aquatic organisms live?

3. What is a marine ecosystem dominated by marsh grass?

4. What is an organism that uses stinging tentacles to catch its prey?

5. What is an environmental threat to wetlands?

6. What do call it when a lake has a large amount of plant growth due to excessive nutrients?

7. What is a marine ecosystem dominated by trees with stilt-like roots?

8. What threatens ocean organisms?

9. What do you call the zone at the bottom of a lake?

10. What is an environmental function of lakes?

11. Name three environmental functions of wetlands.

12. Name three characteristics that salt marshes and mangrove swamps have in common.

13. Describe life and the conditions in the littoral zone of a lake.

14. Describe life and the conditions in the benthic zone of a lake.

15. Name three possible threats to coral reefs.

16. What causes most costal pollution in the United States?

17. Name three advantages for organisms living near the surface of a lake or pond.

18. Why are photosynthetic organisms found mainly in shallow water?

19. Name the two primary sources of nutrients in an estuary.

20. Name three ways rivers change as they move from mountainous regions to flatter ground.

Honors Review

Study the outlines for 7.1 and 7.2, vocabulary and questions.

Be able to describe and differentiate between all the aquatic ecosystems.

For example:

• Which ones are fresh water and which ones are marine?

• What are the dominant plants/animals in each?

• What is their ecological role?

• How are they threatened by people?

Also

1. Describe the littoral and benthic zones and what organisms you would expect to find in each.

2. Make a concept map that identifies the factors that determine where organisms live in aquatic ecosystems. Add examples of how each factor affects a specific organism.

3. What do you think the most important environmental function of wetlands? Support your answer.

Winogradsky column

Today we are going to build a Winogradsky column. This is like a microbial garden or a bacterial zoo. Often bacteria are studied in isolation but we want to see how they interact and live together. A Winogradsky column is a model of how many bacteria interact in nature, such as in a pond. Because it is small and contained we can easily manipulate variables and observe it in the class room on a daily or weekly basis.

How to make a Winogradsky column:

Materials:

• Collect mud and water from a stream, river, lake, pond, marsh, or ocean.

• Take a clear 2-liter bottle and cut the top off.

• A carbon source, shredded paper, saw dust, oat meal, leaves or grass.

• A sulfur source, egg yolks, cheese

• Optional, seashells, pieces of metal, soap, salt, pine needles.

Directions:

• Mix the mud with a carbon and a sulfur source. Measure how much of each you use. Mix in some water to make a slurry. Add this to the bottom of your 2-liter bottle. Knock any air bubbles out.

• Add more mud to fill the column.

• Add 1cm of water to the top of the column.

• Cover the column with plastic wrap and rubber band.

• Set in a place with good light but not direct sun light.

• Take a picture of the initial column on day zero.

• Observe how the column for at least a month. Take pictures to document how the column changes at least once a month.

Variations

You can set up several columns with to test variations such as the amount of light, the amount of carbon, or sulfur, or the amount of other nutrients or addatives such as calcium or iron. Just remember that you need a control to compare your experimental group to and that each experimental group can only have one variable different than the control.

Questions on Winogradsky column. Use the internet to answer the following questions.

1. Who invented the Winogradsky column? When and where did he live?

2. How was his method of study different than the other microbiologists of the time?

3. What does metabolic diversity mean?

4. How do bacteria demonstrate metabolic diversity?

5. What part of the column is aerobic? What does this mean?

6. What part of the column demonstrates anaerobic metabolism? What does this mean?

7. If there is no Oxygen, how do the bacteria survive?

8. How is fermentation different than anaerobic metabolism?

9. Name four different types of bacteria that we might find in our Winogradsky columns.

10. What color are they and where in the column would you expect to find them?

11. Draw each of these four bacteria.

12. Identify which ones are aerobic and which ones are anaerobic.

13. When Clostridium metabolize cellulose what are the waste products produced?

14. How will this change the habitat of the column?

15. What is the equation of anaerobic photosynthesis?

16. How is this different than aerobic photosynthesis?

17. What are photoheterotrophs and where do they occur?

18. What is the difference between a phototroph and a chemotroph?

19. What is the difference between a autotroph and a heterotroph?

20. What is an example of a photoautotroph?

21. What is an example of a chemoautotroph?

Week 20, Environmental Science, Mr. Vaught January 7-11, 2008

Objectives:

1. HFACEnvironmentalScience.blogspot.com

2. Chapter 7, Marine ecosystems

3. Extra credit: field guide and community garden and news articles.

4. Start labs, Winogradsky colum?

Monday: 011408

Set up Winogradsky column lab

Turn in: 7.2 vocab and questions

Handouts:

Homework:

Tuesday: 011508

Go to library and begin questions on winogradsky column.

Homework: finish questions on Winogradsky column. Due Thursday the 17^th. You can also come to the library after school Wednesday to work on this.

Wednesday: 011608

Discussion of marine ecosystems, quiz on 7.2.

Homework/handout. Review for chapter 7.

Thursday: 01-17-08

Lab brainstorm

Work on trash posters if you have an original slogan.

Handout/homework

Friday: 01-18-08

Exam chapter 7.

Handout/homework 8.1 vocabulary and questions.

Environmental Journal Topics

011408 What might you learn by studying a wolf in a zoo? What might you learn differently by studying a pack of wolves in the wild?

011508 Besides paper, what could we have used in our Winogradsky column as a carbon source?

011608 Where are the most productive marine ecosystems found?

011708 What is a good original slogan to promote recycling or discourage littering?

011808 Name three freshwater and three marine ecosystems.

Week 19, Environmental Science, Mr. Vaught January 7-11, 2008

Objectives:

1. HFACEnvironmentalScience.blogspot.com

2. Chapter 7, Fresh water ecosystems.

3. Extra credit: field guide and community garden and news articles.

4. Significant figures

5. Learn to use microscopes

6. Start labs, Winogradsky colum?

Monday: 010708

Watch contes on fresh water ecosystems

Turn in: 5 observations about video.

Handouts: 7.1 vocabulary and questions, due Wed. 010908. Trash poster contest, due Feb 1, 2008

Homework: 7.1 and Bring a clean glass jar with lid and without labels. One quart or one pint.

Tuesday: 010808

What are Signifigant figures?

Discuss fresh water habitats, list 6 kingdoms and examples of which ones we might find.

Homework: finish 7.1 vocabulary and questions.

Wednesday: 010908

Go to park and make a list of all the species you can find. Try to find at least one specimen from each kingdom. Collect dirt and water samples to identify under magnification.

The class with the most species identified will receive 10 bonus points on the next exam.

Handout/Homework 7.2 vocabulary and questions, due Friday the 11^th.

Thursday: 01-10-08

How to use a microscope.

Handout/homework finish 7.2 vocabulary and questions.

Friday: 01-11-08

Significant figures

Quiz on 7.1 and 7.2

Handout/homework:

Environmental Journal Topics

010708 Write 5 observations from the film.

010808 What are the two main types of fresh water wetlands?

010908 List of species from park.

011008 Are estuaries fresh or salt water ecosystems?

011108 Where do arctic oceans get most of their nutrients?

Chapter 7.2 vocab and questions. MARINE ECOSYSTEMS

Instructions: The following is an outline for freshwater ecosystems. To complete the outline, read the chapter, define all the vocabulary words below, and answer all the questions.

Aquatic ecosystems

Marine ecosystems

Coastal wetlands

What are ecological roles of coastal wetlands?

Estuaries

Nutrient trap

Why are estuaries so productive?

What are the producers of estuaries?

Describe the salt concentration of estuaries.

How do people threaten estuaries?

Why do people build large cities near estuaries?

Salt marshes

Why are salt marshes important to us?

Mangrove swamps

What is the dominant plant in mangrove swamps?

Where are mangrove swamps located?

How are mangrove swamps different than salt marshes?

Rocky and sandy shores. How is the vegetation different?

Barrier Islands

Coral reefs

Coral polyps

What are the skeletons of coral polyps made of?

Where do corals live?

How do corals capture food?

Why are 4 reasons coral reefs are disappearing?

Oceans

How far does sunlight penetrate into the ocean?

Where is most ocean life concentrated? And why?

Phytoplankton

Buoyancy devices

What are the smallest herbivores?

What lives in the deep oceans and how do they get their food?

Where do ocean pollutants come from?

Besides pollution, what else threatens oceans?

What are the producers in the arctic ecosystems?

Chapter 7.1 vocab and questions. FRESHWATER ECOSYSTEMS

Instructions: The following is an outline for freshwater ecosystems. To complete the outline, read the chapter, define all the vocabulary words below, and answer all the questions.

Aquatic ecosystems

Freshwater ecosystems

What factors determine which organisms live in the water?

Salinity

Wetland

Plankton

Phytoplankton

Zooplankton

Nekton

Benthos

Photosynthesis

Decomposers

Lakes and ponds

What causes lakes and dams?

Littoral zone

Benthic zone

Eutrophication

Eutrophic lake

What can you tell about a lake that has lots of plants?

Runoff

Where do nutrients in runoff come from?

Freshwater wetlands

What are 6 environmental functions of wetlands?

Why were the everglades established as a national park?

Marshes

Brackish marsh

Salt marsh

Swamps

Where do swamps occur?

What animals live in swamps?

Why would people drain wetlands?

Rivers

Where do rivers start?

How do rivers change as they leave the mountains?

Why are there no plankton at the headwater of a river?

How do people affect rivers?

Mosses

Rhizoids