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Corbin's IB Environmental Systems Virtual Textbook

2001-2002 IB Syllabus
2002-2006 IB Syllabus



Unit One
Unit Two
Unit Three
Unit Four
Unit Five
Unit Six
Unit Seven


UNIT 1 Objectives:

NCSCOS Objectives


Nature of Science - This strand is designed to help students understand the human dimensions of science, the nature of scientific thought, and the role of science in society. Physical science is particularly rich in examples of science as a human endeavor, its historical perspectives, and the development of scientific understanding.

Nature of Scientific Knowledge - Much of what is understood about the nature of science must be explicitly addressed:
All scientific knowledge is tentative, although many ideas have stood the test of time and are reliable for our use.

Theories "explain" phenomena that we observe. They are never proved; rather, they represent the most logical explanation based on currently available evidence. Theories just become stronger as more supporting evidence is gathered. They provide a context for further research and give us a basis for prediction. For example, in physical science, atomic theory explains the behavior of matter based on the existence of tiny particles. And kinetic theory explains, among other things, the expansion and contraction of gases.

Laws are fundamentally different from theories. They are universal generalizations based on observations of the natural world, such as the nature of gravity, the relationship of forces and motion, and the nature of planetary movement. Scientists, in their quest for the best explanations of natural phenomena, employ rigorous methods. Scientific explanations must adhere to the rules of evidence, make predictions, be logical, and be consistent with observations and conclusions. "Explanations of how the natural world changes based on myths, personal beliefs, religious values, mystical inspiration, superstition, or authority may be personally useful and socially relevant, but they are not scientific." (1995 National Science Education Standards)

Competency Goal 1

The learner will construct an understanding of mechanics.
1.02 Analyze forces and their relationship to motion, Newton's Three Laws of Motion.

Competency Goal 2

The learner will build an understanding of thermal energy.
2.02 Analyze the conservation of the total amount of energy, including heat energy, in a closed system; the First Law of Thermodynamics.
2.03 Analyze the Second Law of Thermodynamics:
� Heat will not flow spontaneously from a cold to a hot body.
� It is impossible to build a machine that does nothing but convert heat into useful work.


1.Compare and contrast the Native way of knowing and the scientific way of knowing. See pages 45-59 in Miller
http://www.2think.org/scienceknowing.shtml
http://www.sns.ias.edu/~piet/publ/other/rnews.html
http://www.valdosta.edu/~whuitt/psy702/intro/wayknow.html
Activities: Powers of Ten Video, Introductory questions, Greenhouse and the scientific method, Scientific Knowledge and the Wisdom of the Elders, Sex Drugs, Disasters, and the extinction of Dinosaurs reading. Evaluating Media Coverage with the Family.

2.Outline, define and discuss the concept and characteristics of a system. White and Mottershead p.9
Computing Sea Level Pressure
Using the hypsometric equation, this Javascript calculator enables you to reduce to sea level pressure a surface pressure taken at an elevation that is either above or below sea level. You can also use this calculator to solve for any variable in the hypsometric equation, given values for all other variables.
http://www.shodor.org/metweb/session3/sealev1calc.html

http://www.nres.uiuc.edu/outreach/esm_il_lo/intro-es.htm
http://www.geog.ouc.bc.ca/physgeog/contents/4b.html
http://taylor.eng.clemson.edu/ie340/files/340-1.htm
http://www.ac.wwu.edu/~market/tj/courses/systems.html
Activity: Systems Thinking and the Lorax, Trophic Models on laser disk and the mouse problem.

3.Define and use the terms open, closed, and isolated systems and be able to apply these terms in the characterization and comparison of real systems. White and Mottershead p.10 and 11


http://www.aloha.net/~jhanson/page19.htm
http://www.geog.ouc.bc.ca/physgeog/contents/4b.html
http://www.wikipedia.com/wiki/Thermodynamics
Activity: Powerpoint and Introductory Systems notes

4.Describe how the first and second laws of thermodynamics are relevant to environmental systems. See pages 74-77 in Miller, White and Mottershead 12

http://gened.emc.maricopa.edu/bio/bio181/BIOBK/BioBookEner1.html
http://www.panspermia.org/seconlaw.htm
http://pespmc1.vub.ac.be/ENTRTHER.html
Activity: Class discussion and Pinus Sylvestris Problem, Photogumdrops

5. Explain the nature of equilibria and the stable state of most systems in nature. White and Mottershead p.12



6. Describe the nature of static, steady state and dynamic equilibria. White and Mottershead p.12
http://www.rwc.uc.edu/koehler/biophys/2h.html
http://dbhs.wvusd.k12.ca.us/Equilibrium/Dynamic-Equilibrium.html
http://biology.arizona.edu/sciconn/lessons/mccandless/equilib.html
Activity: Stella, Short Term Carbon Model, Oh Deer, Population Ecology

7.Students choose and Construct 2 different type models to simplify and describe the complex information and variables contained in a part of the environmental system so that the system may be more easily understood.
Temperature Converter
This Javascript calculator allows you to convert between degrees Fahrenheit (F), Celsius (C), and Kelvin (K).
http://www.shodor.org/metweb/session3/what.html#convert

http://www.unc.edu/~dcrawfor/glowarm.htmv
http://www.unc.edu/~dcrawfor/system.htm
http://www.unc.edu/~dcrawfor/land.htm
Activity: Biogeochemical cycling posters, Photogumdrops, and Stella.

8.Combine what is known about the pieces of models and systems to create a black box and grey box model and discuss barriers to the creation of a white box model of the environment. White and Mottershead p.16
http://www.research.ibm.com/networked_data_systems/esip/node10.html
http://www.cpm.mmu.ac.uk/~bruce/modmem/modmem_6.html
Activity: Mottershead and White reading and Stella.

9.Use what is learned about systems and models to examine and evaluate models to determine their type. example: static, dynamic, descriptive, conceptual, quantitative, mathematical, computing, morphological, cascading, process-response, hardware, etc. White and Mottershead p.14-19
http://www.wichard-usa.com/Boat%20pages/Cascading%20System.pdf
http://www.geog.ouc.bc.ca/physgeog/physgeoglos/c.html#anchor73535
http://www.geog.ouc.bc.ca/physgeog/studyguide/studyguide4.html
Activity: Systems Thinking and the Lorax

10.Differentiate between the reductionist and holistic approach to science and Judge the merits of each. White and Mottershead p.6
http://www.aber.ac.uk/media/Documents/tecdet/tdet03.html
http://www.neat.tas.edu.au/HENT/wview.htm
http://www.neat.tas.edu.au/HENT/glossary.htm
http://www.clt.astate.edu/sblumens/BioSciFolder/Week1/Reductionism.htm
Activity: Perception and the Environmental Crisis Reading and Discussion.

11.Discuss the utility of conceptual versus mathematical models. White and Mottershead p.16-19
http://www.nirex.co.uk/publicn/peerrev/methodol.htm
http://pespmc1.vub.ac.be/MATHME.html

12.Discuss the concept of a system as a model. Discuss the general purpose of all models.
http://subsurface.inel.gov/Information/Program/PredMod.asp
Activity: Stella, Pinus Sylvestris, Biogeochemical Cycles, Photogumdrops.

13.Discuss and give examples of the terms steady state, negative feedback, positive feedback and equilibrium as they apply to open systems. White and Mottershead p.14
http://web.aces.uiuc.edu/aim/model/day5text2.htm
http://www.sys-ev.com/example01.htm
Activity: Systems Thinking with the Lorax and Stella

14.Utilize models to predict behavior of systems. See pages 45-52 in Miller
http://www.csu.edu.au/ci/vol01/green01/
Activity: Systems Thinking with the Lorax and Stella

15.Describe transfer and transformation processes.
http://sd.water.usgs.gov/nawqa/vocns/mtbe/bib/key.html
Activity: Systems Thinking with the Lorax and Stella

16. Create simple ecology/mathematical models using Stella software. (Create diagramatically not functional yet) biomass flow model bird energetics model lynx hare (tutorial model done in class) earth energy system
http://isaac.williamsport.wa.k12.md.us/~ctrout/sciproj/STELLA/index.html
Activity: Systems Thinking with the Lorax and Stella

17.Distinguish between flows (inputs and outputs) and storages(stocks) in relation to systems.
http://www.copernicus.org/EGS/hess/1-55.htm
http://www.users.muohio.edu/renwicwh/HyCycleNotes.htm
http://www.ecoman.une.edu.au/EM423/scen1.html
Activity: Systems Thinking with the Lorax and Stella

18.Construct and analyze diagrammatic and graphic quantitative models involving flows and storages in a system showing correct direction and magnitude.
http://www.encyclopedia.com/articles/13376.html
http://www.oas.org/usde/publications/Unit/oea37e/ch20.htm
http://www.hydrocomp.com/AdjustVariablesASCEhtml.html
Activity: Systems Thinking with the Lorax and Stella

19.Determine natural storages, sustainable yields, and outputs by drawing and or constructing models.
http://www.epa.gov/med/visualization/nichols/nichols.html
http://www.ncasi.org/forestry/general/aboutFESTG.stm
http://www.gisdevelopment.net/application/water_resources/surface/watsw0005.h tm
Activity: Systems Thinking with the Lorax, Biogeochemical cycles, Pinus sylvestris, and Stella Models

20.Define the key terms associated with systems, models, and an introduction to environmental science.
http://www.clas.ufl.edu/users/abeltd/critique.htm
http://www.ngdc.noaa.gov/seg/eco/methods.shtml
http://www.ucar.edu/communications/ucar2001/globenv.html


Unit 2



NCSCOS Correlating Objectives to UNIT 2:
(High School Section)
http://www.ncpublicschools.org/curriculum/science/index.html

Earth/Environmental:
7.02 Analyze the interdependence of Earth's natural resources and systems, including land, air, and water, with the need to support human activity and reduce environmental impacts.

Physical Science:
2.02 Analyze the conservation of the total amount of energy, including heat energy, in a closed system; the First Law of Thermodynamics.
2.03 Analyze the Second Law of Thermodynamics:
� Heat will not flow spontaneously from a cold to a hot body.
� It is impossible to build a machine that does nothing but convert heat into useful work.

Biology:
3.02 Classify organisms according to currently accepted systems.

Competency Goal 4 Objectives
4.01 Identify the interrelationships among organisms, populations, communities, ecosystems, and biomes.
4.02 Analyze the cycling of matter: water, carbon, and nitrogen in systems.
4.03 Explain the flow of energy through ecosystems.
4.04 Assess and describe successional changes in ecosystems.
4.05 Assess and explain human activities that influence and modify the environment:
� Global warming.
� Human population growth.
� Pesticide use.

Competency Goal 8 Objectives:
8.01 Analyze the relationship among temperature, internal energy, and the random motion of atoms, molecules, and ions.
8.02 Assess the conservation of energy using the First Law of Thermodynamics.
8.03 Analyze the Second Law of Thermodynamics:
� Heat will not flow spontaneously from a cold to a hot body.
� It is impossible to build a machine that does nothing but convert heat into useful work.


1. Distinguish between biotic and abiotic components of an ecosystem. Miller 89-93
http://www.forages.css.orst.edu/Classes/NFC/Topics/Env_Iss/4/Body.html
http://www.wes.army.mil/el/aqua/apis/biological/genabiot.html"
http://www.cabq.gov/aes/s4p1prof.html
Activity: Liebigs Law of the Minimum overhead and Debris Hut

2. Define the terms species, population, community, niche, ecosystem, and habitat with reference to local examples. ( partially covered in WINGS POPULATION ECOLOGY CORE 2 activity) Cunningham and Saigo -51-52, Miller 81-83
http://inlet.geol.sc.edu/estecohp/estecoph2/estecoph2.html
http://www.purchon.com/ecology/niche.htm
http://research.amnh.org/ornithology/crossbills/species.html
Activity: WINGS POPULATION ECOLOGY CORE 2 activity)

3. Explain and identify trophic levels in food chains and webs using local examples. Miller 169-182
http://www.arcytech.org/java/population/facts_foodchain.html
Homework assignments

4. Explain principles of pyramids of numbers, biomass, energy and productivity with reference to seasonal fluctuations, and be able to construct them from given data. Miller 98-99.
http://www.arcytech.org/java/population/facts_foodchain.html
biomass
http://www.uwinnipeg.ca/~simmons/1116/16ecosys.htm
Activity: Homework , Overheads, Abiotic and Biotic factors with CBL�s, Succession Lab

5. Discuss the implications of the pyramid structure for the functioning of an ecosystem. (concentration of nonbiodegradable toxins, limited length of food chains and vulnerability of top carnivores.) Cunningham and Saigo 52-54, Miller 74-77
http://www.biology.iupui.edu/biocourses/N100H/ch41eco.html
http://www.gpc.peachnet.edu/~vmicheli/biol108/108biosph.htm
Activity: Deadly Links and Dogwhelk Homework

6. Define the term biome and briefly explain and identify the global distribution of tropical forests, deserts, temperate forests, and tundra. (covered partially by laser disc and Wings core 4 activity) Cunningham and Saigo 94-100, Miller 165
http://www.enchantedlearning.com/biomes/
http://www.worldbiomes.com/biomes_map.htm
http://www.richmond.edu/~ed344/webunits/biomes/biomes.html
Activity: Design an Ecosystem, Biology laser disk and Wings core 4 activity)

7. Briefly explain distribution and relative productivity of biomes in reference to prevailing climate and limiting factors. For example: tropical rainforests are close to the equator because of high solar insolation and rainfall?light and temperature are not limiting factors. Cunningham and Saigo 94-100, Miller 157-158.
http://www.micro.utexas.edu/courses/levin/bio304/biomes/biomes.html
http://www.ultranet.com/~jkimball/BiologyPages/B/Biomes.html
http://www.geog.ouc.bc.ca/physgeog/contents/9k.html
Activity: Design an Ecosystem, Atmosphere Laser Disk, Biology laser disk and Wings core 4 activity)

8. Compare the relationships between productivity and biomass of tundra, savanna, tropical forest, temperate deciduous forest, and boreal coniferous forest (SI units must be shown i.e. kg/m for biomass kg/m /year for productivity). Cunningham and Saigo 94-100, 168-184
http://www.geog.ouc.bc.ca/physgeog/contents/9l.html
http://www.geo.utexas.edu/courses/302k/Lectures by topic/biosphere2-LifeProcesses/biosphere2.htm
Activity: Design an Ecosystem, Atmosphere Laser Disk, Biology laser disk and Wings core 4. Cow homework

9. Explain the limited length of food chains. Cunningham and Saigo 52-54, Miller 74-77
http://www.orst.edu/instruction/bi301/trophic.htm
Activity: Design an Ecosystem, Atmosphere Laser Disk, Biology laser disk and Wings core 4. Principles of Ecofunction Presentations.

10. Describe and explain, with examples, population interactions, including competition, parasitism, mutualism, predation, and herbivory. Cunningham and Saigo 78-80, Miller 213-232
http://www.sprl.umich.edu/GCL/Notes-1999-Fall/ecol_comm.html
http://darwin.bio.geneseo.edu/~sugg/Classes/Ecology/Lectures/Lecture_18.htm
http://www.biology.lsa.umich.edu/courses/bio311/100/120195e.html
Activity: Population Ecology Lab and OH Deer!

11. Understand interactions between species in terms of influences of each species on the population dynamics of the other and carrying capacity of the other?s environment. (graphical representations of these influences should be interpreted) Miller 239, 213-222
http://www.sci.sdsu.edu/classes/bio100/Lectures/Lect21/lect21.html
includes several graphical representations
http://darwin.bio.geneseo.edu/~sugg/Classes/Ecology/Lectures/Lecture_19.htm
http://www2.sandi.net/uchs/AP.BIOLOGY/1997-98/Communities/Comm3.html
Activity: Population Ecology Lab and OH Deer!

12. Explain the roles of producers, consumers, and decomposers in the ecosystem. Cunningham and Saigo 54-55, Miller 89-100
Predator and Prey Models
http://www.shodor.org/cserd/applets_desk/SpottedFish/SpottedFish.html

http://www.cas.psu.edu/DOCS/WEBCOURSE/WETLAND/WET1/balnat.html
Activity: Design an Ecosystem, Population Ecology Lab and OH Deer!

13. Create a simple dichotomous key.
http://www.orst.edu/instruct/for241/dk/
http://www.enchantedlearning.com/subjects/plants/activity/key.shtml
http://www.zoo.utoronto.ca/able/volumes/vol-12/7-timme/7-timme.htm
Activity: Quadrat/Transect-Life in a square meter community, Mark Recapture Lab

14. Utilize keys to identify organisms in the field.
http://pest.cabweb.org/Identification/BIOSYS.HTM
http://www.le.ac.uk/education/centres/sci/selfstudy/eco1.htm
http://www.orst.edu/instruction/for241/index.html
Activity: Quadrat/Transect-Life in a square meter community, Mark Recapture Lab

15. Create simple gumdrop models of photosynthesis and respiration to explain energy flow and matter cycling through trophic levels and energy transfers involved in photosynthesis and respiration. (biochemical details are not required)(no details about chloroplast, light dependent and independent reactions, mitochondria, carrier systems, ATP.) Photosynthesis should be understood as requiring carbon dioxide, water, chlorophyll and certain visible wavelengths of light producing organic matter and oxygen. Transformation of light energy into chemical energy should be appreciated. Respiration should be recognized as requiring organic matter with oxygen to produce carbon dioxide and water and without oxygen to produce carbon dioxide and other waste products, involving the release of energy in a form available for use by living organisms but ultimately lost as heat. Cunningham and Saigo 50-51
http://fig.cox.miami.edu/Faculty/Tom/bil160sp98/plantform/13b_plantform.html
http://www.face.bnl.gov/Modelling/respirat.htm
http://www.unitus.it/dipartimenti/disafri/progetti/Popface/task2.htm
Activity: Photogumdrops and Energy with CBL�s, Photosynthesis on Wings, Stella Lab with Biomass.

16.Create a pyramid of energy for the local ecosystem. Biomass and energy levels must be quantified using SI units. Cunningham and Saigo 55-56, Miller 74-76
http://www.ultranet.com/~jkimball/BiologyPages/F/FoodChains.html
http://capita.wustl.edu/ME567_Informatics/concepts/ecopyr.html
http://www.sturgeon.ab.ca/rw/Pyramids/pyrakind.html

17.Describe and explain the transfer and transformation of energy and material as it flows through an ecosystem. Explain pathways of incoming solar radiation falling on the ecosystem (including losses through reflection and absorption, conversion of light to chemical energy, losses of chemical energy from one trophic level to another, efficiencies of transfer, overall conversion of light to heat energy by an ecosystem, and re-radiation of heat energy to the atmosphere). Processes involving the transfer and transformation of carbon, nitrogen, oxygen, phosphorus, and water as they cycle through an ecosystem should be described noting the inter-conversion of organic and inorganic storage where appropriate. Cunningham and Saigo 49, Miller 97-102
Nitrogen
http://www.geog.ouc.bc.ca/physgeog/contents/9s.html
Oxygen
http://paos.colorado.edu/~fasullo/pjw_class/oxygencycle.html
Phosphorus
http://clab.cecil.cc.md.us/faculty/biology/jason/phosc.htm
Water
http://www.geocities.com/capecanaveral/lab/8375/proj1.html
Activity: Photogumdrops and Energy with CBL�s, Photosynthesis on Wings, Stella Lab with Biomass

18.Interpret, and construct from given data, diagrams of the carbon, nitrogen, oxygen, phosphorus, and water cycles. Cunningham and Saigo 56-63, Miller 112-121
Carbon Cycle
http://library.thinkquest.org/11226/why.htm
Nitrogen Cycle
http://www.geog.ouc.bc.ca/physgeog/contents/9s.html
Oxygen Cycle
http://paos.colorado.edu/~fasullo/pjw_class/oxygencycle.html
Phosphorus Cycle
http://www.bsi.vt.edu/chagedor/biol_4684/Cycles/cycles.html
Water Cycle
http://www.geocities.com/capecanaveral/lab/8375/cycle.html
Activity Stella labs, Phosphorus Homework, Nitrogen Farm homework

19. Using Stella software student pairs will create one of the following models to describe cycling to be presented to the class using an LCD and overhead. cunningham and Saigo 56-63, Miller 112-121
Carbon
http://library.thinkquest.org/11226/why.htm
Nitrogen
http://www.geog.ouc.bc.ca/physgeog/contents/9s.html

Oxygen
http://paos.colorado.edu/~fasullo/pjw_class/oxygencycle.html
Phosphorus
http://www.bsi.vt.edu/chagedor/biol_4684/Cycles/cycles.html
Water
http://www.geocities.com/capecanaveral/lab/8375/cycle.html
Activity: Stella Labs, Phosphorus Homework

20.Identify and discuss structural and functional relationships within an ecosystem using qualitative and quantitative description and measurement.
http://www.fema.gov/pte/7-tbl3.pdf
Activity: Mark Recapture Lab, Biodiveristy and Ecosystems with CBL�s, Quadrat Lab, Soil Erosion Field Study, Biomonitoring with the Izzak Walton Instrument, Watershed Testing , Air quality testing, qualitative water testing, Cost benefit analysis, Environmental Impact Statements, Group 4

21.Explain the energy dynamics behind the pyramids of numbers and biomass. (Partially covered in Wings population ecology core 4 activity) Cunningham and Saigo 53-56, Miller 74-76
Activity: Wings: population ecology core 4 activity

22.Describe photosynthesis, chemosynthesis and respiration in terms of inputs, outputs, and energy transformations. Cunningham and Saigo 49-51, Miller 91-92
Chemosynthesis
http://www.encyclopedia.com/articlesnew/02615.html
http://www.pmel.noaa.gov/vents/nemo/explorer/concepts/chemosynthesis.html
Photosynthesis
http://gened.emc.maricopa.edu/bio/bio181/BIOBK/BioBookPS.html
Activity: Photosynthesis with CBL�s

23.Define the terms gross productivity, net productivity, primary productivity and secondary productivity. Cunningham and Saigo 83, 53-54, Miller 99-102.
http://www.ultranet.com/~jkimball/BiologyPages/N/NetProductivity.html
http://squall.sfsu.edu/courses/geol103/2/labs/upwelling/world-wide.html
Cow homework, Nitrogen Farm

24.Recognize feedback mechanisms in an ecosystem and explain the terms negative and positive feedback mechanisms in relation to ecosystems. Miller 50-53.
http://www.gta.ca/scroungesamples/ss/g07/ec/unit1_biosphereg07.html
http://www.orst.edu/instruction/bi301/pstfback.htm
http://www.planetguide.net/book/chapter_4/ecosystems.html
Activity: Systems thinking with the Lorax, Homework

25.Discuss the danger of direct cause and effect interpretations due to the number of variables in any ecosystem.
http://biology.anu.edu.au/research-groups/ecosys/ecosys.htm
http://score.kings.k12.ca.us/lessons/wwwstats/confounding.variables.html
Activity: Computer Modeling with Greenhouse effect and carbon cycle on stella

26.Create and use apparatus (pin frames, quadrants, transects, nets, traps, sieves) for quantitative sampling of ecosystems.
http://faculty.dominican.edu/thut/handouts.htm
http://www.mbari.org/~conn/botany/methods/methods/ecology.htm
http://www.ozco.gov.au/resources/publications/marketing/whosmymarket/pdfs/samp.pdf
Activity: Mark Recapture Lab, Biodiveristy and Ecosystems with CBL�s, Quadrat Lab, Soil Erosion Field Study, Biomonitoring with the Izzak Walton Instrument, Watershed Testing , Air quality testing, qualitative water testing, Cost benefit analysis, Environmental Impact Statements, Group 4

27.Interpret and analyze data in all forms.
http://ubmail.ubalt.edu/~harsham/stat-data/opre330.htm
http://www.gsia.cmu.edu/andrew/course/70/486/week9/tsld019.htm
http://www.stats.gla.ac.uk/steps/glossary/categorical_data.html
Many labs

28.Utilize simple statistical concepts and techniques for the presentation and analysis of data. (mean, median, and mode; standard deviation, standard error;) B.Correlation, Chi square, Spearman Rank correlation, Nearest neighbor index).
http://phoenix.som.clarkson.edu/~cmosier/statistics/Base/Book/inference/hypothesis_testing/chi_squared_tests/
http://www.personal.dundee.ac.uk/~saogston/stats/stats.htm
Activity: Shannon Diversity Index, Habitat Islands, Species Area Index, Mark Recapture Lab, Biodiveristy and Ecosystems with CBL�s, Quadrat Lab, Soil Erosion Field Study, Biomonitoring with the Izzak Walton Instrument, Watershed Testing , Air quality testing, qualitative water testing, Cost benefit analysis, Environmental Impact Statements, Group 4

29. Convert quantitative units into SI units. Example calories to joules.
http://www.convert-me.com/en/
http://www.ex.ac.uk/cimt/dictunit/dictunit.htm
http://www.maths.mq.edu.au/numeracy/tutorial/si.htm
Unit Conversion
http://www.omnis.demon.co.uk/

30. Given an annual energy budget for a community of organisms, draw an energy flow model of the system with appropriate numbers on the flows and include important feedback loops in the model. (SI units must be shown J/hectare). Miller 97-99
Law of Thermodynamics
Energy flow through ecosystems (scroll down about one page worth of writing)
http://www.marietta.edu/~biol/102/ecosystem.html
Energy on a microlevel (ATP, etc.)
http://dede.essortment.com/whatisatp_rcbe.htm
Activity: Trophic Model homework, Stella software all students will create the following functional models: trophic model of the ecosphere, Biomass Flow, Kaibab-plateau, Lynx-hare model(Stella and Wings), Old Field Succession, Earth Energy System,Terrestrial Carbon cycle, Operational look at the Universal Soil Loss Equation.

31. Using Stella software all students will create the following functional models: trophic model of the ecosphere Biomass Flow Kaibab-plateau Lynx-hare model(Stella and Wings) Old Field Succesion Earth Energy System biomass energy
http://www.nrel.gov/lab/pao/biomass_energy.html
Mechanisms of Old Field Succession in Central Kentucky
http://www.mstc.fayette.k12.ky.us/info/Projects/1997abstracts/byeargan.htm
Global Warming: Biomass
http://www.epa.gov/globalwarming/actions/cleanenergy/biomass/index.html
Activity: Debris Hut and Population Ecology on Wings

32.Explain the concepts of limiting factors and carrying capacity in the context of population growth Cunningham and Saigo 125, Miller 237-243
Carrying Capacity
http://www.saj.usace.army.mil/projects/slideshow6/sld008.htm
What is realistic carrying capacity?
http://www.uwinnipeg.ca/~jtardif/EnvStudies/HumEnvInt/Chap-5/sld018.htm
Limits to primary production
http://webpub.alleg.edu/dept/bio/bio220/Scott_lectures/220ENERGY2FA00Post.html
Activity: ( Wings population ecology software core 1) Lottka Volterra Equations on-line.

33. Describe and explain 'S' and 'J' growth curves, including limiting factors and carrying capacity. (Wings population ecology software core 1)
Population Growth Curves: J vs. S Cunningham and Saigo 121-123, Miller 237-238
Growth Curves (con?t)
http://virtual.parkland.cc.il.us/ecreutzburg/bio104/104mod2/sld011.htm
Growth Curves: Population Pattern (close to previous page)
http://virtual.parkland.cc.il.us/ecreutzburg/bio104/104mod2/sld010.htm Activity: Heron Homework

34. Population Growth Curves: J vs. S Cunningham and Saigo 128-129, Miller 239-240
http://alpha.lasalle.edu/~belzer/Bio-154/154-populations/sld012.htm
Web page with density dependent and independent information:
http://burra2.stir.ac.uk/home/universities/stirling/courses/e3/lectures/popbiol2/tsld001.htm
Regulation of Population (all sorts of interesting population information)
http://www.colorado.edu/epob/epob3020bowman/013.html
Activity: Gary Larson Cartoons, Population Ecology on Wings

35.Absolutely everything you could want to know about this topic: Cunningham and Saigo 124-125, Miller 240-241
http://fig.cox.miami.edu/Faculty/Tom/bil160/16_rKselection.html
Pacific Oyster Survivorship Curve
http://www.abdn.ac.uk/zoohons/lect4/l410.htm
Rice Rat Survivorship Curve
http://www.abdn.ac.uk/zoohons/lect4/l47.htm
Activity: Homework on Biomass Accumulation and succession lab

36. Terrestrial Succession Cunningham and Saigo 87-88, Miller 222-226
http://crab.rutgers.edu/~mdmorgan/ecolec7.html
Ecology Notes (notes on succession begin approximately half way down the webpage)
http://ekcs.neric.org/~jbuckley/regbio/ecologynts.html
Ecology Lecture 17 (completely dedicated to succession)

37. (Refer to the references for # 36) Miller 221-232
Energy Flow in Ecosystems (both this slide and the one after it are helpful)
http://chat.wcc.cc.il.us/~dward/bs102notes/lecture2/sld042.htm
More Energy Flow in Ecosystems
http://www.biology.ualberta.ca/courses.hp/bio366/1999/energy.htm
And Still More?
http://www.bio.mtu.edu/courses/bl340/primary/sld001.htm



38. The following refer to biomes which have different climax communities. (Refer to the references for # 36) Cunningham and Saigo 88, Miller 229-232, 124
The biomes of the world
http://redbaron.bishops.ntc.nf.ca/wells/biomes/index.htm
The World?s Biomes
http://www.ucmp.berkeley.edu/glossary/gloss5/biome/
More Biomes of the World
http://www.snowcrest.net/geography/slides/biomes/

39.Evaluation of Ecosystems (Field Work) Miller 102
Ecosystem Valuation
http://www.ecosystemvaluation.org/
Bio-indicators of Aquatic Ecosystem Stress
http://www.esd.ornl.gov/programs/bioindicators/
Soil Bio diversity and Ecosystem functioning homepage
http://www.nrel.colostate.edu/soil/

40. Design carry out and evaluate practical methods to achieve the following:
A. measurement of a range of abiotic variables in the ecosystem.
http://apesnature.homestead.com/chapter2.html
B. estimation of the actual or relative abundance of organisms, including the following: mark/release/recapture techniques, quadrats and percentage coverage estimates.
http://www.wooster.edu/biology/krussell/Bio350/Bio350,%20popsize.doc
C. estimation of the biomass of populations of trophic levels in a natural community.
http://apesnature.homestead.com/chapter2.html
D. estimation of the diversity of a community.
http://www.inhs.uiuc.edu/chf/pub/surveyreports/jul-aug96/cascade.html
E. estimation of the gross and net primary productivity
http://www.geog.ouc.bc.ca/physgeog/contents/9l.html
F. estimation of the gross and net secondary productivity
http://www.esb.utexas.edu/philjs/bio373/notes/metabolism1.html
G. investigation of changes in a community as a result of succession.
http://cgee.hamline.edu/see/questions/dp_transformation/dp_trans_succession.htm

Relevant Chapters of Companion website.
2, 3, 4, 5, 9

Chapter 2: Ecosystems: What they are
The questions in this chapter are relevant to the understanding of ecosystems and their definition. The true\false questions provide a way to test the knowledge of students studying Unit 2. The multiple questions also provide a similar way with relating questions to the objectives of Unit 2. An informative essay on the ecosystem of a dam area is provided to help the student better understand the concept of ecosystems. The Destinations section of this chapter provides sites that are better suited to ecology in general instead of ecosystems and what they are in specific. The Regional Updates provide some specific examples of ecosystems, though they are mainly articles that focus on a region�s problems. The section of Making a Difference gives links to political sites to see the viewpoints of political figures. Some appear to be irrelevant, such as a link to the Constitution and other US Founding documents. The career section provides links to check out jobs and careers in the area of environmental science. The glossary provides a complete vocabulary dealing with this unit.

Chapter 3: Ecosystems: How they work
This section is good for the studying of ecosystems in general and how they function. The questions and tests are the best for understanding. There are hints given for the harder questions and you can score how you did. It will give you the correct answers after you have completed the tests. The other sections are much like those of the other chapters that have been evaluated.

Chapter 4: Ecosystems: Populations and Succession
The introductory questions, true/false and multiple choice should be the areas that are most studied since they are the most relevant. The other sections provide some outside research areas for a more complete understanding. The glossary is necessary for terms search.

Chapter 5: Ecosystems and Evolutionary Change
The introduction is again questions and key concepts for the understanding of ecosystems that is relavant to unit 2. The True/False and multiple questions are relevant for understanding and should be used to study. Web Explorations gives some good examples and links for specific examples you might need to know. The Destinations page also gives some more links. Web refrences is again the list of books/sources and unless you are planning to but books in this area, its not that important. Regional Updates provides some links to what�s going on in different communities. Making a Difference provides much of the same links as the other chapters to express your opinion to government officials. The glossary is also useful in looking up terms relevant to ecosystems.

Chapter 9: Water: The Hydrological Cycle and Human Use
Note: This chapter is only relevant to the objectives on the water cycle.
This chapter gives some good introductory questions that are relevant to the understanding of the water cycle (objectives 17 and 18). Some of the True/False questions are irrelevant to the objectives, but they do give an overall view of the water cycle. The multiple choice section is also relevant. The section entitled Web Expolrations gives some good links to the EPA to understand the safe drinking water act. Web Refrences is again a list of sources that unless you have, are irrelevant. In Destinations. Some of the links such as the terms are useful for better understanding.

UNIT 3



NCSCOS objectives
1.01 Analyze the dependence of the physical properties of minerals on the arrangement and bonding of their atoms.
1.02 Classify the three major groups of rocks according to their origin, based on texture, mineral composition, and the processes responsible for their formation.
1.03 Assess the importance of the economic development of earth's finite rock, mineral, fossil fuel and other natural resources to society and our daily lives:
� Availability.
� Geographic distribution.
� Wise use.
� Conservation.
� Recycling.
� Challenge of rehabilitation of previously disturbed lands.
4.07 Evaluate the phenomena of upwelling in the oceans and its influence on weather.
5.01 Analyze the formation of the atmosphere and hydrosphere as a result of the phenomena of out-gassing as the primordial earth cooled.
5.03 Analyze weather systems:
� Movement.
� Humidity.
� Cloud formation.
� Precipitation.
5.04 Analyze atmospheric pressure:
� Planetary wind systems.
� Pressure cells.
� Altitude.
� Local breezes.
7.02 Analyze the interdependence of Earth's natural resources and systems, including land, air, and water, with the need to support human activity and reduce environmental impacts.

1. Describe how the atmosphere, lithosphere, and hydrosphere interact to form the ecosphere. Miller 83-85, 800
Orographic Lifting Animation
This animation illustrates the role topography (a mountain, in this case) can influence the lifting of air at the surface resulting in cloud development and rain.
http://www.shodor.org/metweb/session6/aniframe.html

http://www.pblcoc.org/erthfact.htm
http://davem2.cotf.edu/ete/ESS/ESSspheres.html
http://capita.wustl.edu/capita/CapitaReports/Metaphors/unbook.html

2.Describe overall structure including troposphere, stratosphere, and composition of gases. (This includes temperature and pressure profiles of the troposphere and stratosphere and its gaseous composition. The location of the ozone layer must be known and there should be a clear differentiation between stratospheric and tropospheric ozone. Knowledge of tropospheric ozone�s role as a pollutant is expected.) Miller 84, 157, 471-472
Thermal Convection Animation
This animation demonstrates convection and the production of rising thermals due to heating of the earth's surface by the sun.
http://www.shodor.org/metweb/session2/aniframe.html

Pressure Converter
This Javascript calculator allows you to convert between millibars (mb), kiloPascals (kPa), and Pascals (Pa).
http://www.shodor.org/metweb/session3/convert

http://www.ville-ge.ch/ceroi/site_e/ozone/coucheozone/ozone.html
http://daac.gsfc.nasa.gov/CAMPAIGN_DOCS/ATM_CHEM/atmospheric_structure.html
http://water.dnr.state.sc.us/climate/sercc/education/saer/aer_winter_99.html

3.Describe and explain the global atmospheric budget. Miller 84, 110, 471-473, 496 Cunningham 368
Calculating Virtual Temperature
This Javascript calculator allows you to investigate the relationships between the virtual temperature, actual temperature, and mixing ratio (a measure of the amount of moisture in air).
http://www.shodor.org/metweb/session3/tv1calc.html

Calculating Potential Temperature
This is Javascript calculator allows you to experiment with relationships between the temperature, pressure, and potential temperature of a parcel of air.
http://www.shodor.org/metweb/session3/pt1calc.html

http://www-as.harvard.edu/chemistry/trop/publications/jacob2001/abs.html
http://www.mpch-mainz.mpg.de/~eustach/intro/tracega.htm
http://web.mit.edu/igac/www/newsletter/highlights/old/ch4.html

4. Define latent and sensible heat flux, and the matter in which water can absorb and release heat as it changes states. Miller 367-368 Cunningham 367-8
http://okmesonet.ocs.ou.edu/oasis/98fieldexp./Prelim/Results/results.html
http://geography.uoregon.edu/envchange/clim_animations/
http://www.geog.ucl.ac.uk/~plewis/teaching/systems/overview.html

5.Explain the role of atmospheric circulation in redistributing heat from the equator to the polar regions. Miller 158-162
Thermal Circulation Animation
This animation illustrates the development of a thermal circulation between grass and asphalt surfaces.
http://www.shodor.org/metweb/session5/aniframe.html

http://ess.geology.ufl.edu/ess/Notes/AtmosphericCirculation/atmosphere.html
http://cgi.umbc.edu/~insttech/raben/tsld068.htm
http://kiwi.atmos.colostate.edu/group/dave/at605.html

6.Describe major patterns of global circulation including Hadley cell, tropical and mid latitude cyclones and Rossby waves. Cunningham 368 Miller 160-162
www.xrefer.com/entry/609530
http://www.soc.soton.ac.uk/JRD/SAT/Rossby/Rossbyintro.html
http://apollo.lsc.vsc.edu/classes/met130/notes/chapter13/


7.Explain how the global circulation leads to transfer of energy polewards and gives rise to broad climatic regions and subsequent biomes. Miller 158, 160, 165, 167 Cunningham and Saigo 369-370, 374
http://www.greenpeace.org/~climate/arctic99/reports/ccwebver.html
http://www.ahs.cqu.edu.au/humanities/geography/52120/trial2/global.htm
http://www.auf.asn.au/meteorology/section4.html

8.Explain the energy balance of the atmosphere and the influence ofgreenhouse gases. Miller 161-162, 499-501, 517, 794 Cunningham and Siago 375-376,368
air pollution/weather/climatecontrol/global changes
http://jersey.uoregon.edu/vlab/greenhouse/Greenhouse.html
http://www.ieagreen.org.uk/ghgs.htm
http://daac.gsfc.nasa.gov/CAMPAIGN_DOCS/ATM_CHEM/ozone_balance.html
http://www.gsfc.nasa.gov/gsfc/service/gallery/fact_sheets/earthsci/terra/earths_energy_balance.htm

9.Describe the role of ozone in absorbing ultraviolet radiation and the interactions between diatomic oxygen and high energy radiation leading tothe formation of ozone. Miller 163-164, 518, 524-525, Cunningham and Saigo 390-391, 394
http://www.sci-ctr.edu.sg/ssc/publication/remotesense/absorb.htm
http://www.epa.gov/region08/air/monitoring/o3formation/o3formation.html
http://scifun.chem.wisc.edu/chemweek/ozone/ozone.html

10.Describe how the atmosphere, lithosphere, and hydrosphere interact to form the ecosphere. Miller 83-85, 800
http://www.pblcoc.org/erthfact.htm
http://davem2.cotf.edu/ete/ESS/ESSspheres.html
http://capita.wustl.edu/capita/CapitaReports/Metaphors/unbook.html
http://www.bibl.liu.se/liupubl/disp/disp98/arts176s.htm

11.Describe three methods of reducing the manufacture and release of ozone depleting substances Miller 525-528
http://www.science.org.au/nova/004/004key.htm
http://www.york.ac.uk/inst/sei/sida/sidaproj3.html
http://www.stanford.edu/dept/EHS/comply/alt.html

12. Describe overall structure including troposphere, stratosphere, and composition of gases. (This includes temperature and pressure profiles of the troposphere and stratosphere and its gaseous composition. The location of the ozone layer must be known and there should be a clear differentiation between stratospheric and tropospheric ozone. Knowledge of tropospheric ozone�s role as a pollutant is expected.) Cunningham and Saigo 365-366
http://www.ville-ge.ch/ceroi/site_e/ozone/coucheozone/ozone.html
http://daac.gsfc.nasa.gov/CAMPAIGN_DOCS/ATM_CHEM/atmospheric_structure.html
http://water.dnr.state.sc.us/climate/sercc/education/saer/aer_winter_99.html
http://www.unep.org/ozone/Montreal-Protocol/Montreal-Protocol2000.shtml
http://europa.eu.int/comm/environment/ozone/ozone_regulation_000620.htm
http://www.4cleanair.org/ozone.html

13. Describe and explain the global atmospheric budget.
http://www-as.harvard.edu/chemistry/trop/publications/jacob2001/abs.html
http://www.mpch-mainz.mpg.de/~eustach/intro/tracega.htm
http://web.mit.edu/igac/www/newsletter/highlights/old/ch4.html
http://www.athena.ivv.nasa.gov/curric/land/global/greenhou.html
http://www.umich.edu/~gs265/society/greenhouse.htm
http://www.greenhouse.gov.au/pubs/factsheets/fs_effect.html

14. Define latent and sensible heat flux, and the matter in which water can absorb and release heat as it changes states.
http://geography.uoregon.edu/envchange/clim_animations/
http://www.epa.gov/ghginfo/
http://globalwarming.enviroweb.org/ishappening/sources/
http://www.calm.wa.gov.au/science/greenhouse_splash.html

15. Explain the role of atmospheric circulation in redistributing heat from the equator to the polar regions.
http://ess.geology.ufl.edu/ess/Notes/AtmosphericCirculation/atmosphere.html
http://cgi.umbc.edu/~insttech/raben/tsld068.htm
http://kiwi.atmos.colostate.edu/group/dave/at605.html
http://srd.yahoo.com/goo/biomes%2beffects/15/*http://www.iet.msu.edu/toxconcepts/toxconcepts/ecoleff.htm
http://www.climate.org/effects.html
http://www.grida.no/climate/ipcc/regional/130.htm

16) Understand the uncertainty of all global climate models. Miller 503-505
http://web.mit.edu/newsoffice/nr/2000/climate.html
http://www.consecol.org/Journal/vol1/iss2/art4/
http://nigec.ucdavis.edu/publications/annual97/westgec/project21.html

17) Evaluate five ways in which emissions of greenhouse gases can be reduced in your local community.
http://www.greenhouse.gov.au/lgmodules/
http://www.bestofmaui.com/miser.html
http://www.kap.mb.ca/globalwarming.htm

18) Describe, in outline, the chemistry leading to the formation of acidified precipitation. Miller 478, Cunningham and Saigo 399
http://royal.okanagan.bc.ca/mpidwirn/atmosphereandclimate/acidprecip.html#b
http://www.energy.rochester.edu/iea/1992/p1/2-4.htm
http://www.ametsoc.org/AMS/policy/aciddepo.html

19) Describe the possible effects of acid deposition soil, water, and living organisms. Miller 128-129, 479-482, 489, Cunningham and Saigo 399-401
http://atm.geo.nsf.gov/AMS/policy/aciddepo.html
http://www.soil.msu.ru/sciprog/acidification/
tp://www.acad.carleton.edu/curricular/GEOL/classes/geo258/studentswork/Jones.html

20. Explain why the effect of acid deposition is regional rather than global. Miller 479, Cunningham and Saigo 399-400
http://esa.sdsc.edu/aciddep.htm
http://www.cato.org/pubs/regulation/reg13n1-kulp.html

21. Briefly describe and evaluate means of reducing emissions of the principal causal agents of acid deposition. Miller 482, Cunningham and Saigo 402-406
http://www.epa.gov/airmarkets/acidrain/society/index.html#restore
http://www.smartgrowth.org/library/otgartic.html

22. Briefly describe methods for restoring acidified soils and waters, and evaluate their efficacy Miller 482-483
http://www.epa.gov/airmarkets/acidrain/society/index.html#indiv
http://www.epa.gov/airmarkets/acidrain/society/index.html#cleanup

HYDROSPHERE

23. State the major components of the hydrosphere and know the relative proportions of water in seas, lakes, rivers, atmosphere, ice caps and ground water. (precise figures not required) Cunningham and Saigo 416-419
http://www.visibleearth.nasa.gov/Hydrosphere/
http://www.uwsp.edu/geo/faculty/ritter/geog101/modules/hydrosphere/hydrosphere_title_page.html

24. Describe the transfer and transformation processes involved in the hydrological cycle. Miller 110, Cunningham and Saigo 413-415
http://ww2010.atmos.uiuc.edu/(Gh)/guides/mtr/hyd/home.rxml
http://www.und.nodak.edu/instruct/eng/fkarner/pages/cycle.htm
http://www.epa.gov/seahome/groundwater/src/cycle.htm

25. Describe the major oceanic currents and their role in the planetary transfer of energy.(cold currents go from the poles to the equator and warm currents go from the equator to the poles) Miler 110, 505
http://www.whoi.edu/coastal-briefs/Coastal-Brief-94-05.html
http://seawifs.gsfc.nasa.gov/OCEAN_PLANET/HTML/oceanography_currents_1.html,
http://www.acl.lanl.gov/GrandChal/GCM/currents.html

26. Explain briefly the role of ocean currents in the regulation of climate Miller 110, 505
El nino
http://www.pmel.noaa.gov/toga-tao/java/vis5d/tao_vis5d.html
http://www.ucar.edu/communications/lasers/elnino/
http://www.can-do.com/uci/lessons98/Raft.html
http://seawifs.gsfc.nasa.gov/OCEAN_PLANET/HTML/oceanography_currents_4.html

LITHOSPHERE

27. Describe the structure of the Earth?s internal zones and give an explanation of plate tectonics. Miller 84, 340-342
Geology: Plate Tectonics Over Time
http://www.ucmp.berkeley.edu/geology/tectonics.html

http://pubs.usgs.gov/publications/text/tectonic.html
http://www2.nature.nps.gov/grd/usgsnps/pltec/vigilim.html
http://volcano.und.nodak.edu/vwdocs/vwlessons/plate_tectonics/introduction.html

28. Describe the transfer and transformation processes involved in plate activity at constructive and destructive margins. Miller 340-343
plate tectonics
http://www.journey.sunysb.edu/ProjectJava/Africa/home.html
A HREF="http://www.journey.sunysb.edu/ProjectJava/tr660/home.html">http://www.journey.sunysb.edu/ProjectJava/tr660/home.html


http://volcano.und.nodak.edu/vwdocs/vwlessons/plate_tectonics/introduction.html
http://www.geocities.com/Athens/Academy/6040/flood09.htm
http://webspinners.com/dlblanc/tectonic/ptABCs.shtml

Computer Confluence

Chapter 16 regards the problems in the environment. The links are decent; some are relevant, while some aren�t. This also speaks of the importance of keeping the earth healthy, and has very much to do with the first few objectives in the unit. If one would go to this site, they would find much relevance in the key ideas section.

Chapter 21 regards the atmosphere. These are very important things that need to be solved, especially when one reads of the problems in chapter 22. This gives pertinent information covering the atmosphere questions, and the links work well and give relevant information. I think that this is grand.

Chapter 22 regards the problems in the atmosphere. The atmospheric problems of past and present, as well as future are regarded. There are some issues with the links, but only a couple of them. The other information, especially the challenging quizzes, gave good review of the links, and allows a student to learn as much as they need.


Unit 4


NCSOS OBJECTIVES
1.03 Assess the importance of the economic development of earth's finite rock, mineral, fossil fuel and other natural resources to society and our daily lives:
� Availability.
� Geographic distribution.
� Wise use.
� Conservation.
� Recycling.
� Challenge of rehabilitation of previously disturbed lands.
7.01 Analyze the relationship between the potential of technology to improve the quality of life and the possible causes of stress on the environment.
7.02 Analyze the interdependence of Earth's natural resources and systems, including land, air, and water, with the need to support human activity and reduce environmental impacts.
7.03 Assess how society weighs the choices of economic progress, population growth and environmental stewardship and selects a balanced responsible course of action.

Population
� Conway's Life http://www.parc.xerox.com/csl/members/bern/LIFE/original.html
� Agar Life http://www.parc.xerox.com/csl/members/bern/LIFE/agar.html
� Clone Life http://www.parc.xerox.com/csl/members/bern/LIFE/clone.html http://www.parc.xerox.com/csl/members/bern/LIFE/



1. Describe the nature, and explain the implications, of exponential growth in human populations. Miller 253-254
http://www.jump.net/~otherwise/population/population.html
http://www.jump.net/~otherwise/population/exponent.html
These sites give a good overview of exponential growth. Click on the simulation in the second link to simulate exponential growth
http://www.jump.net/~otherwise/population/exponent.html
This page discusses the implications of exponential growth in human population.
http://www.overpopulation.net/
This page shows what can happen as a result of exponential population growth, and gives reasons for why population growth would slow.
http://www.familydiscussions.com/charts/birth.htm
http://www.familydiscussions.com/charts/total_fertility.htm

2. Explain and calculate from data the values of crude birth rate, crude death rate, fertility, doubling time and natural increase rate. See pages 253-254 in Miller
http://www.familydiscussions.com/charts/birth.htm
http://www.familydiscussions.com/charts/total_fertility.htm
These two sites define and illustrate crude birth rate and fertility rate.
http://www.iversonsoftware.com/sociology/crude_death_rate.htm
A rather simplistic definition of crude death rate
http://www.aw.com/info/klein/Chpt3App.pdf
A good explanation of doubling time
http://www.prb.org/Content/NavigationMenu/PRB/Educators/Human_Population/Future_Growth/Natural_Increase_and_Future_Growth.htm#increase
This defines natural rate of increase

3. Construct, analyze and describe sex-age pyramids (histograms) and demographic transition models. See pages 261-263 in Miller
http://geography.miningco.com/library/weekly/aa071497.htm
Excellent site for this objective.
http://www.uwec.edu/Academic/Geography/Ivogeler/w111/agesex.htm
This site shows the difference in developed and undeveloped countries
http://www.demog.berkeley.edu/~marcia/poppyr.html
Click on the link for population pyramids for an illustration
http://www.bized.ac.uk/virtual/dc/copper/theory/th10.htm
This shows the demographic transition

4.Explain how models discussed in # 11 above may be used to predict human population growth. See page 262 in Miller
http://www.seattlecentral.org/qelp/sets/032/032.html
shows actual predictions
http://biocrs.biomed.brown.edu/Books/Chapters/Ch%2014/Ch14-teachers.html
Click on the two relevant links for this objective
http://www.nature.com/nature/fow/010802.html
An article on population growth

5. Discuss relationships between resource availability and human population growth. Miller 270
http://zebu.uoregon.edu/1998/es202/archive/l13.html
Very well organized and easy to understand
http://www.ucsusa.org/environment/pop.faq.html
This discusses the scientific and economic importance to the relationship between the two factors
http://www.humanist.net/social/population.html
Has many links to sites devoted to growth with sustainability

6. Recognize influences on the history of human population growth. Miller 263, 274-275
http://www.penrithcity.nsw.gov.au/Lib/LocalStudies/PenrithCityHistory/population.htm
This shows recent trends
http://www.rand.org/publications/RB/RB5044/
This relates the history of population growth to the demographic transition
http://www.nwf.org/population/quickhistory.html
Just some neat facts on history

7. Discuss and evaluate the role of internal and external factors and limitations of human population growth. For example population policies and famine respectively. Miller 264, 272-273
http://www.fisheries.org/resource/page2.htm
This gives technological policies related to population growth
http://www.igc.org/desip/malthus/background.html
Malthus?s view of population growth
http://www.acdi-cida.gc.ca/xpress/dex/dex9706.htm
Birth limitations

RESOURCES

8. Explain the concept of resources in terms of natural capital.
http://www.racerocks.com/pearson/ensy/syllabus/topic4humanpop.htm

9. Define and distinguish between the terms "stock" and "resource". Miller 10-11
http://www.racerocks.com/pearson/ensy/syllabus/topic4humanpop.htm

10. Explain the relevance of carrying capacity, competition and gene pool in the context of resources. Miller 19-22 Click here to see �6 Billion Human Beings.� Its a site in which you can change variable to find what affects population growth:
http://www.popexpo.net/eMain.html
Click here to see population dynamic models:
http://rulbii.leidenuniv.nl/wwwkim/popdyn.html
Click here to see U.S. National Population Trends:
http://gcrio.gcrio.org/CONSEQUENCES/summer95/population.html

11. Distinguish between renewable and nonrenewable resources and or natural capital Miller 10-16
Click here to see the green initiative design:
http://www.ce.cmu.edu/GreenDesign/
Click here to see a report on Earth�s diminishing water supply:
http://www.worldwatch.org/alerts/990923.html
Click here to see what UC Berkely does with non-renewable resources:
http://socrates.berkeley.edu/~earthres/

12. Distinguish between natural capital and natural income. Click here to see a brief answer to this objective (see 4.2.3):
http://www.racerocks.com/pearson/ensy/syllabus/topic4humanpop.htm
Click here to see the use of natural income in an ecological footprint:
http://www.global-vision.org/city/footprint.html
Click here to see economics and ecosystems:
http://www.latinsynergy.org/butterflyeco.htm

13. Explain the concept of sustainability in terms of natural capital and natural income. Miller 10
Click here to see a brief answer to this objective(see 4.2.4):
http://www.racerocks.com/pearson/ensy/syllabus/topic4humanpop.htm
Click here to see sustainability issues in oceans:
http://darwin.bio.uci.edu/~sustain/suscoasts/chapter3-bst.htm
Click here to see three ways to achieve sustainability:
http://dieoff.org/page87.htm

14. Explain and calculate sustainable yields from given data. Click here to learn how to calculate sustainable yields (see 4.2.5): Miller 11
http://www.racerocks.com/pearson/ensy/syllabus/topic4humanpop.htm
Click here for average annual energy budget of the Black Sea anchovy for simulation scenarios:
http://www.gis.rnd.runnet.ru/team/projects/mtbase/Tab3-1.htm
Click here to see harvesting using the Sustainable yield - problems with whales,herring and anchovies:
http://www.ecologynet.stir.ac.uk/home/universities/stirling/courses/EC/pjh4/sld001.htm

15. Identify and give examples of various values (e.g. ecological, scientific, economic, and aesthetic values) associated with nature and natural capital, and describe the way these values influence the appraisal and use of natural capital in industrial societies.
Click here to see a brief answer to this objective (see 4.2.6):

Click here to see a page that explains ecosystem valuation concepts, methods, and applications:
http://www.ecosystemvaluation.org/
Click here to download the ecological footprint-you can adjust variables to test something�s ecological footprint:
http://www.uwc.ca/pearson/ensy/ecofoot/ecofoot.htm

16. Explain the concept of carrying capacity and how it must be modified when applied to local human populations. Miller 238-239
Click here to see a brief answer to the objective (see 43.1):
http://www.racerocks.com/pearson/ensy/syllabus/topic4humanpop.htm
Click here to see a report on carrying capacity as an ethical concept by Garrett Herdin:
http://www.esva.net/~leo/carrycap.html
Click here to see the concept of carrying capacity broken down into sub-categories such as ecological considerations and environmental space:
http://www.gn.apc.org/eco/consag2.html

17. Explain how reuse, recycling, remanufacturing and absolute reductions in energy and material use can affect human carrying capacity. Click here to see a brief answer to this objective ( see 4.3.2): Miller 239
http://www.racerocks.com/pearson/ensy/syllabus/topic4humanpop.htm Click here to see the oxygen website for sustainable design:
http://www.o2.org/indexsitemap.html Click here to see an example of how watersheds can be viewed as natural capital:
http://www.tu-berlin.de/~Limnologie/literatur/lit_9501.htm

18. Discuss how national and international development policies(e.g., population policy) and cultural influences(e.g., the changing roles of women) can affect human population dynamics and growth. Miller 266-267 Click here to see a brief answer to this objective( see 4.3.3):
http://www.racerocks.com/pearson/ensy/syllabus/topic4humanpop.htm Click here to see a report on Women and Sustainable Agricultural Development in Nigeria:
http://bubl.ac.uk/journals/agr/jsusagr/v11n0197.htm#6women Click here to see the Sustainable Development department of the UN:
http://www.fao.org/WAICENT/FAOINFO/SUSTDEV/index_en.htm

19. Describe and explain the relationship between population, resource consumption and technological development and their influence on carrying capacity and material economic growth. Miller 583, 27-28 Click here to see a brief answer to this objective(see 43.3):
http://www.racerocks.com/pearson/ensy/syllabus/topic4humanpop.htm Click here to see Basic Ecology Lecture Notes:
http://www.bae.ncsu.edu/bae/courses/bae235/1998/slides/ecology/sld001.htm


Unit 5


NCSCOS Correlating Objectives to UNIT 5:
(High School Section)
http://www.ncpublicschools.org/curriculum/science/index.html

5.03 Analyze weather systems:
� Movement.
� Humidity.
� Cloud formation.
� Precipitation.

5.06 Evaluate meteorological observing, analysis, and prediction:
� Worldwide observing systems.
� Meteorological data depiction.

5.07 Analyze the effects of human activity on the environment and the influence of issues on weather and climate.

7.02 Analyze the interdependence of Earth's natural resources and systems, including land, air, and water, with the need to support human activity and reduce environmental impacts.


1. List the variable physical factors of a terrestrial ecosystem. You must use methods for measuring 3 of the following(temperature, light intensity, wind speed, particle size, slope. soil moisture, drainage, mineral content, and how they may vary in a given ecosystem vertically and with time and distance.)
http://ua1vm.ua.edu/~power007/Terrestrial.html
http://www.usatoday.com/weather/basics/measurements.htm

2. Describe and evaluate methods for measuring as least 3 physical variables within a terrestrial system.
http://www.everythingscience.net/ec_rain_fall_science_projects.html\
http://www.gcrio.org/geo/slope.html
http://www.na.fs.fed.us/spfo/pubs/urbanforestry/lab_exercises/soil_particle_size.htm

3.Construct and utilize simple dichotomous keys and use published keys for the identification of a terrestrial system.
http://www.zoo.utoronto.ca/able/volumes/vol-12/7-timme/7-timme.htm
http://www.learn.co.uk/default.asp?WCI=Unit&WCU=4519
http://volcano.und.nodak.edu/vwdocs/msh/llc/de/deho/pmshlk.html

4.Describe and use methods for estimating abundance of terrestrial organisms (including mark/release/recapture, quadrat and percentage frequency, population density and percentage cover) and state limitations of the methods.
http://www.horizon.nmsu.edu/ddl/experiments/chihuahua_study/transect.html 077297.html
http://www.nal.usda.gov/ttic/tektran/data/000007/72/0000077297.html
http://www.racerocks.com/pearson/racerock/education/curricula/ibbiology/bioecol.htm

5.Define the term diversity. Miller p.11-12 Cunningham and Saigo p.82
www.defenders.org/bio-bi03.html
http://ceres.ca.gov/biodiv/Biodiversity/biodiv_def2.htm
http://drjoe.biology.ecu.edu/ch07/community/sld008.htm

6. Describe how a named diversity index is used.(Diversity is the function of two components: the number of different species and the relative numbers of individuals of each species. Mathematical methods that take both these components into account in producing an index of diversity should be used by student:
http://drjoe.biology.ecu.edu/ch07/community/sld011.htm
http://www.biology.eku.edu/FREDERIC/bio710/lec3.htg/lec3.htm
http://www.yorku.caljtkerr/shannonlab.htm

7. Describe and evaluate a method for measuring gross and net primary productivity in a terrestrial ecosystem.(measuring changes in biomass of covered and uncovered quadrats, measuring absorption of carbon dioxide in enclosed communities etc).
http://www.ccrs.nrcan.gc.ca/ccrs/tekrd/rd/apps/em/beps/nppe.html
http://www.sprl.umich.edu/GCL/paper_to_html/energyflow.html
http://www.forestry.umt.edu/ntsg/RemoteSensing/modis/

8. Describe and evaluate a method for measuring gross and net secondary productivity in a terrestrial ecosystem. (gross poductivity might be simplified as food eaten minus feces produced. As a lab practical, a terrarium population of invertebrate herbivores (e.g., silkworms) might be fed on a known plant biomass for a period of time and remaining plant material and feces collected, dried and weighed. Net productivity might be measured as the increase in biomass of a consumer population over time. Biomass might be estimated as a fixed % of wet weight to avoid the killing of organisms for dry weight measurements. Alternately, ?second hand data? could be used). Cunningham and Saigo p.82-83
http://www.tnstate.edu/ganter/L17E&N%20Flow.html
http://people.aub.edu.lb/~webbiol/faculty/sadek/courses/Ecology/Lectures/ecolect11.pdf
http://www.biol.andrews.edu/ecology/Prod.Energy.Flow.html
http://www.learner.org/jnorth/tm/monarch/EstimateMRR.html

9.Describe and evaluate methods for measuring changes in abiotic and biotic components of a terrestrial system along an environmental gradient or over time.
http://www.google.com/search?q=cache:2r0idQSOxU4:topex-">
www.jpl.nasa.gov/education/activities/ts3meac1.pdf+measuring+changes+in+abiotic+factors&hl=en
http://uvalde.tamu.edu/jrm/sep98/weltz.htm
http://www.maf.govt.nz/MAFnet/schools/activities/stream/strmact.pdf

10.Describe methods for assessing changes in abiotic and biotic components of a terrestrial system due to a specific human activity. (Methods and changes should be selected appropriately for the human activity chosen. Suitable human impacts might include toxins from mining activity, landfills and over exploitation).
http://es.epa.gov/ncerqa_abstracts/grants/99/ecological/johnson.html
http://www.er.doe.gov/production/ober/GC/per.html
http://www.sdearthtimes.com/et0500/et0500s8.html

11.Describe and explain changes that might be found by the studies in the objective immediately above.
http://www.ltrr.arizona.edu/sngc/studies/fd.htm
http://www.dsa.unipr.it/as2000/
http://rcswww.urz.tu-dresden.de/~roeder-m/Soiltext.html

12. State the physical characteristics of two different terrestrial ecosystems.(tropical forest and temperate forest) Cunningham and Saigo p.94-99, Miller p.87, 165-176
http://www.snowcrest.net/geography/slides/biomes/temp.htm
http://www.runet.edu/~swoodwar/CLASSES/GEOG235/biomes/tbdf/tbdf.html
http://redbaron.bishops.ntc.nf.ca/wells/biomes/html/tropical%20forest.htm

13. Describe the interrelationships of the physical characteristics in the objective immediately above. (solar insolation, rainfall, altitude, temperature, soil water or mineral content as appropriate should be explained.) Cunningham and Saigo p.82-88, 94-99, 104, Miller p.92 94-102
http://members.tripod.co.uk/WoodyPlantEcology/temperate/
http://www.cnr.vt.edu/dendro/Forsite/mtcfbiome.htm
http://www.geog.ouc.bc.ca/physgeog/contents/9k.html
http://www.rainforest-alliance.org/resources/forest-facts.html

14. Describe the overall community structure and functioning of each of the two terrestrial ecosystems.
http://cstars.ucdavis.edu/~rjzomer/trop_veg_html/trop_veg.html
http://www.ctfs.si.edu/main/management/pages/monitor.htm
http://www.biozentrum.uni-wuerzburg.de/bericht/1997/zoo3/engindex.htm

15. Compare the community structure and functioning of each of the two systems, relating differences to the physical characteristics. (characteristic species, dominant communities, diversity, productivity, food chains, etc. should be described.) Miller p.94-95, 11-12, Cunningham and Saigo p.51-60, 269-91
http://www.scidiv.bcc.ctc.edu/rkr/Biology203/lectures/ecology/PhysicalEcology.html
http://ic.ucsc.edu/~kholl/envs80a/lec23.htm
http://www.geog.ouc.bc.ca/physgeog/contents/9k.html

16. Measure organic production within a terrestrial ecosystem.
http://www.grida.no/climate/ipcc/land_use/024.htm
http://www.tulane.edu/~riomar/researchthemes.htm
http://www.lumcon.edu/mirir/Main.asp

17. Monitor biotic and abiotic seasonal changes in a terrestrial ecosystem. Miller p.89-91
http://www.tundrabiome.f2s.com/
http://www.nonprofit-services.com/river/schuylkill/ecosystem.html
http://www.bishop.ntc.nf.ca/science/Biology/ecology1
http://library.thinkquest.org/2988/ecoystems.htm

18. Identify food webs and energy flows within a terrestrial ecosystem. Cunningham and Saigo p.51-55, Miller p.94-95
http://www.si.edu/sites/educate/troprain/foodchai.htm
http://www.usoe.k12.ut.us/curr/science/core/8thgrd/student/Biology/biology.htm
http://www.geog.ouc.bc/physgeog/contents/4e.html
http://www.geog.ouc.bc/physgeog/contents/9o.html
http://www.science.mcmaster.ca/Biology/harbour/ECOSYST/BIOTIC.HTM

19. Produce quantitative models of natural terrestrial ecosystems.
http://trackstar.hprtec.org/main/display.php3?s&track_id=6900
http://trackstar.hprtec.org/main/display.php3?track_id=10938
http://www.cnr.colostate.edu/~bobw/sam_0_1/biota/biota.htm
http://www.classes.entom.wsu.edu/543/543sessions.htm#s4

20. Asses quantitatively human impacts on a natural terrestrial ecosystem. Cunningham and Saigo p.231-41, Miller p.17 http://www.geology.wr.usgs.gov/MojaveSco/astound/Index.html
http://www.pca.state.mn.us/netscape4.html
http://www.water.usgs.gov/wid/html/chesbay.html

Unit 5 Correlation to Confluence

The objectives from the chapters below correlate to objectives within the IB syllabus.

Chapter 2
Objectives 2, 4, and 5 of this chapter relate to terrestrial ecosystems. Objective 2 is about food webs and chains, and trophic levels. Objective 4 deals with the effects of limiting factors on ecosystems and Objective 5 explains the influence of rain and temperature on the biomes and their differences.

Chapter 3
The objectives of this chapter that relate to the Environmental Systems syllabus are objectives 1, 5, 6, and 7. The first objective tells about the things that comprise the environment and their importance. Objectives 5 & 6 relate to energy flow, food webs and chains, and the cycling within the ecosystems, while Objective 7 is about the value of the environment in terms of its products and services to humans.

Chapter 4
Objective 7 relates to disturbances in terrestrial ecosystems, which are far reaching impacts, and Objective 9 deals with human impact on the environment and the importance of a balance between humans and the environment that supports them.

Chapter 5
Objective 5 details species diversity based on geography and how this diversity develops, and objective 9 is about the effect of biodiversity loss on ecosystem stability.

Chapter 8
Objective 3 explains the attributes of the soil and how they are affected by environmental changes. This is important to how soils of different biomes are different and why, which in turn affects the life that can survive in those conditions.

Chapter 11
Objectives 1 & 4 correlate to the syllabus objectives of the preservation of wild species and declines in biodiversity.

Chapter 12
Objectives 3 & 4 are about sustainable yield, the tragedy of the commons, and the effects of deforestation. Objective 5 deals with the sustainable use of forests, which are a part of terrestrial ecosystems.



Unit 6


1. Define the terms biodiversity, and genetic, species and habitat diversity. Chiras 270-271, 73, 269-291
Biodiversity - http://www.defenders.org/bio-cont.html
Genetic Diversity - http://agronomy.ucdavis.edu/gepts/PB143/lec15/pb143l15.htm
Species Diversity - http://marisa.aquabio.swt.edu/ecology/notes/spdiversity/spdiversity.html
Genetic, Species, and Ecosystem Diversity -
http://www.bknet.org/pamayanan/r-genetic.html
Habitat Diversity http://gesamp.imo.org/no62/hab_div.htm

2. Discuss the mechanism of natural selection as a possible driving force for speciation. (The mechanisms by which change occurs, i.e., change in the frequency of an allele in the population in response to environmental pressure. Fitness as a concept should also be understood.) Miller 142-145, Chiras 71-73
Great Overview http://biology.clc.uc.edu/courses/bio106/nat-sel.htm
http://www.biohaven.com/biology/evol.htm
http://bioserve.latrobe.edu.au/vcebiol/cat3/u4aos2p3.html

3. State that isolation can lead to different species being produced, which are unable to interbreed to yield fertile offspring. Explore other causes of speciation
States many causes (Darwin?s finches included) -
http://www.ultranet.com/~jkimball/BiologyPages/S/Speciation.html
http://www.talkorigins.org/faqs/faq-speciation.html
http://www.sprl.umich.edu/GCL/paper_to_html/speciation.html

4. Explain the relationships between ecosystem stability, diversity, succession and habitat. Miller 83, 145, 246, 230-231, 11, 105, Chiras 53
Ecosystems and Habitats - http://www.wri.org/wri/biodiv/ecosys.html
Ecosystems and Stability, Diversity - http://darwin.bio.geneseo.edu/~bosch/Coverpage/Courses/Stab-Equi.html
Outline (Succession) - http://www.pitt.edu/~cjcoat/0160%20web%20notes/0160%20Ecology-communities%20to%20ecosystems.htm

VULNERABILITY AND EXTINCTION

5. Describe the relative value of tropical rainforests in contributing to global biodiversity, and their vulnerability. Miller 231-232, 684, 688
Destruction - http://www.wri.org/wri/biodiv/tol-fore.html
Importance - http://www.davesite.com/rainforests/review2.shtml
http://www.geocities.com/rainforest/canopy/1806/page1.html

6. Discuss current estimates of numbers of species and past and present rates of species extinction. (students should compare and contrast by looking at mass extinctions in the past, and compare the hypothetical causes of these to the present day. The time frame of these periods of extinction should be examined) Miller 231-232, 684, 148, Chiras 275
Estimates - http://biology.anu.edu.au/research-groups/ecosys/Alex/ALEX.HTM
Mass Extinctions - http://www.igc.apc.org/wri/biodiv/b03-koa.html
Patterns - http://www.wf.carleton.ca/Museum/extinction/massextinc.html
7. Describe and explain the factors that may make a species more or less prone to extinction.(Degree of specialization, distribution, reproductive potential and behavior, and trophic level. An ecosystems ability to resist change may depend on diversity, resilience, and inertia) Miller 694, 695,703-710, Chiras 276,281=281, 276-283
http://www.wri.org/wri/biodiv/b04-koa.html
http://www.orst.edu/instruct/fw251/notebook/extinction.html
http://ww2.mcgill.ca/Biology/undergra/c365a/cbvuln.htm

8. State and explain the criteria used to determine a species? conservation status.(unknown, rare, vulnerable, endangered, and extinct categories in the red data books) Miller 705-707, Chiras 5-8, 67-68
Perfect answer- http://www.nmnh.si.edu/botany/projects/cpd/glossary.htm

9. Describe the case histories of three species, one that has become extinct, another that is currently endangered, and a third that was endangered and has now been removed from the endangered list. Miller 686-90
Endangered - http://www.communitypress-online.com/863/news/863nshrike.html
Extinct - http://www.bagheera.com/inthewild/extinct.htm
Was endangered - http://pacific.fws.gov/news/2001-44.htm

10. List the ecological, sociopolitical, and economic pressures that caused or are causing the degradation of the species in the objective immediately above.
* Same as previous answer
Endangered - http://www.animalinfo.org/species/cetacean/balamusc.htm
Extinct - http://www.bagheera.com/inthewild/extinct.htm
Was endangered - http://pacific.fws.gov/news/2001-44.htm

11. Describe the case history of a natural area of biological significance that is threatened by human activities. Miller 693-95, 513
Tropical Rain Forests - http://www.bagheera.com/inthewild/spot_sprain.htm
Deforestation (Tropical Rain Forests) - http://srd.yahoo.com/goo/tropical+rain+forests%2c+deforestation/2/*http://www.bsrsi.msu.edu/rfrc/status.html
China?s wetlands - http://www.library.utoronto.ca/pcs/state/chinaeco/wetlands.htm

REASONS FOR PRESERVING BIODIVERSITY

12. State the arguments for preserving species and habitats Habitat Preservation - Miller 613, 622, 637-8 http://library.thinkquest.org/25014/how/habitat.html
Species Preservation -
http://cesc.montreat.edu/PrePub/Papers/ArkRevBP.html
http://www.wildlands.org/corridor/worry.html

METHODS FOR PRESERVING BIODIVERSITY

13. Compare the role and activities of UNEP with WFN and Greenpeace in preserving and restoring ecosystems and biodiversity. (compare use of media, speed of response, diplomatic constraints and enforceability between governmental and nongovernmental organizations) Miller 639, 640, 703
http://www.unep.org/ http://www.greenpeaceusa.org/
http://www.wwf.org/

14. Outline the World Conservation Strategy proposed by IUCN, UNEP and WFN.
http://www.ecnc.nl/doc/europe/legislat/convglob.html
(scroll down to 3.Strategies)
http://www.batcon.org/batsmag/v1n1-10.html
http://www.poptel.org.uk/nssd/References/KeyDocs/IIEDa24.htm

15. State and describe the criteria used to design reserves. (ISLAND BIOGEOGRAPHY PRINCIPLES) Miller 16, 618, 633-39, 242, 3, 5
Island Biogeography -

http://animals.about.com/cs/biogeography/index.htm?iam=dpile&terms=%2Bisland+%2Bbiogeography
(Look at ?Animals on the Edge? and ?Island Biogeography Theory?)
http://137.99.27.45/eeb310/lecture-notes/reserves/reserves.html

16.Evaluate the success of named protected areas. (red wolf project)
Protected Areas - http://www.wcmc.org.uk/protected_areas/data/cnppa.html
Red Wolf - http://endangered.fws.gov/i/a/saa04.html
http://www.wcmc.org.uk/protected_areas/

17. Discuss and evaluate the strengths and weaknesses of the species-based approach to conservation.
(look at CITES, captive breeding, reintroduction programs, zoos, and the aesthetic versus ecological value of species) Miller 639-40, 703, 83, 145
http://www.cotf.edu/ete/modules/temprain/trlognorth.html
http://www.cites.org/
Describes problems with reintroduction programs (habitat not improved)-
http://www.baldeagleinfo.com/eagle/future.html


Unit 7


1. Define the terms pollution, point and non-point sources. Cunningham and Saigo 386, 436, 437, Chiras 405
http://www.epa.gov/owow/nps/qa.html
http://www.cjnetworks.com/~sccdistrict/nps.htm
http://encarta.msn.com/find/search.asp?search=pollution

2. State that pollution can be measured either directly or indirectly (by its effects). Chiras 327-332, Cunningham and Saigo 436-437
Repeat over time and through out the region.

3. Describe three methods of monitoring levels of pollution directly. One for air, one for water and one for soil pollution. Cunningham and Saigo 388, 438-440, 399, Chiras, 407-420
http://encarta.msn.com/find/concise.asp?mod=1&ti=761572857&page=3#s17
http://encarta.msn.com/find/Concise.asp?z=1&pg=2&ti=761577413#s7
http://encarta.msn.com/find/concise.asp

4. Describe one method of measuring pollution levels indirectly by biotic index. This will involve levels of tolerance, diversity and abundance of organisms and should compare a polluted and an unpolluted site(e.g., upstream and downstream of a point source). Chiras 410, 413-421
http://www.neonet.nl/ceos-idn/sensors/MAPS.html
http://www.nwl.ac.uk/ih/www/research/crmodelling.html
http://www.uwc.ca/pearson/ensy/eia/eia.htm

5. Describe the form and use of environmental impact assessments (EIAs). Chiras 568-569, Cunningham and Saigo 581-582
http://www.sunynassau.edu/users/fanellis/oceanology/pollution.html
http://www-wilson.ucsd.edu/education/airpollution/airpollution.html
http://seawifs.gsfc.nasa.gov:80/OCEAN_PLANET/HTML/peril_sewage.html

TRANSPORT SOURCES

6. Compare the output from diesel and Petrol engines.
http://www.epa.gov/otaq/regs/fuels/diesel/diesel.htm
http://www.epa.gov/otaq/hd-hwy.htm
http://www.epa.gov/otaq/locomotv.htm

7. Compare the output from engines using leaded and unleaded petrol. Effect of lead on children. Chiras 345-348
http://www.earthsummitwatch.org/gasoline.html
http://www.trunkerton.fsnet.co.uk/lies_of_unleaded_petrol.htm
http://www.who.int/environmental_information/Air/Guidelines/Chapter6.htm

8. Evaluate the use of the different forms of fule. PM particles (uner 10um diameter, from diesel engines), benzene, carbon dioxide and carbon. Miller 420-423, 125, 401-407
http://www.epa.gov/otaq/fuels.htm
http://www.epa.gov/otaq/consumer/fuels/altfuels/altfuels.htm
http://oaspub.epa.gov/webimore/aboutepa.ebt4?search=AIR,MOBILESOURCES,FUELS
http://www.cleanairtrust.org/particulatesoot.html
http://www.personal.leeds.ac.uk/~lecan/pm10.htm

9. Discuss methods of reducing harmful emissions. Catalytic converters. Electric vehicles in towns. LPG(liquid petroleum gas) and alcohol. Miller 490-494
Gaussian Plume Model Interface
This link accesses a user interface for a working Gaussian Plume Model. Once requested data is entered and model is initiated, the model computations are performed on a remote computer and a graphic display of the results are returned for your assessment.
http://www.shodor.org/metweb/session9/plume.html

http://www.greenfuels.org/
http://www-wilson.ucsd.edu/education/airpollution/catalytic.html
http://www.thegreenpages.org/link_directory/transportation.asp

DOMESTIC WASTE SOURCES

10. State and describe types and sources of domestic waste. Detergents(phosphates), sewage, metal, paper and organic waste. Biodegradable and recyclable materials. Miller 578-605, Cunningham and Saigo 327, 340, 452-455
http://www.powerup.com.au/~edesign/ABriefHistoryofSewerage.htm

11. Describe the impact of domestic waste on ecosystems. Untreated sewage in freshwater and sea. Refuse in land-fill sites. Miller 578-605, 327-330, Cunningham and Saigo 525-553

12. Describe and evaluate methods of treatment of domestic waste. (sewage treatment. Salvaging and recycling. Composting?biogas generation. Leachates and methane production(methane to heat factories, run sewage works). Miller 578-603, 581, 327-330
http://www.ec.gc.ca/water/en/manage/poll/e_poll.htm
http://www.earthship.org/pages/sewage.htm
http://www.epa.gov/docs/OWOW/estuaries/about4.htm

AGRICULTURAL SOURCES

13. State and describe types and sources of agricultural pollution. Run-off, fertilizers, slurry, pesticides.
http://www.livinglakes.org/issues/agpollution.htm#problem
http://www.epa.gov/owow/nps/MMGI/Chapter2/
http://wlapwww.gov.bc.ca/soerpt/03-1-domestic-waste.html

14. Describe the impact of agricultural waste on ecosystems. Eutrophication, concentration of pesticides along food chains. Contamination of drinking water by nitrates, nitrites, and other toxins.
http://www.environment-agency.gov.uk/ourservices/word_files/eutrophic.pdf
http://www.acnatsci.org/erd/ea/9nps1.html

15. Describe and evaluate methods of control of agricultural waste. Reduced fertilizer use, and use of fertilizer mainly when plants are growing quickly. Reduced pesticide use. Education/economics.
http://www.css.orst.edu/research/Soils/SOIL-WWW.HTM
http://www.nysaes.cornell.edu/ent/biocontrol/

INDUSTRIAL SOURCES

16. State and describe types and sources of industrial waste. Gaseous, solid, liquid; heavy metals, organic, radioactive.
http://www.google.com/search?q=impact+of+industrial+wastes+on+ecosystems&hl=en&start=10&sa=N

17. Describe the impact of one heavy metal and one organic industrial waste on ecosystems. (Including effects on food chains and people.
http://www.sunynassau.edu/users/fanellis/oceanology/tragedy.htm
http://www.pbi.nrc.ca/bulletin/sept98/brassica.html
http://www.cchem.berkeley.edu/~jdkgrp/Research/Cd_Precipitation.html

18. Describe and evaluate methods of control of industrial waste. (A case study of a real or simulated industry�designing a scheme for the control of waste.)
Pollution Diffusion
http://www.journey.sunysb.edu/ProjectJava/Lake/home.html

http://www.ids.ac.uk/ids/research/env/povenv.html
Hosted by www.Geocities.ws

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