Booklet #1

Biology 20 September 2017

Unit A: Energy and Matter Exchange in the Biosphere
Knowledge Outcomes:
20–A1.1k explain, in general terms, the one-way flow of energy through the biosphere and how stored energy
in the biosphere, as a system, is eventually “lost” as heat
20–A1.2k explain how energy in the biosphere can be perceived as a balance between both photosynthetic
and chemosynthetic activities and cellular respiratory activities
20–A1.3k explain the structure of ecosystem trophic levels, using models such as food chains and food webs
20–A1.4k explain, quantitatively, the flow of energy and the exchange of matter in aquatic and terrestrial
ecosystems, using models such as pyramids of numbers, biomass and energy.
20–A2.1k explain and summarize the biogeochemical cycling of carbon, oxygen, nitrogen and phosphorus and
relate this to general reuse of all matter in the biosphere
20–A2.2k explain water’s primary role in the biogeochemical cycles, considering its chemical and physical
properties
20–A3.2k explain how the equilibrium between gas exchanges in photosynthesis and cellular respiration
influences atmospheric composition
20–A3.3k describe the geologic evidence and scientific explanations for change in atmospheric composition,
with respect to oxygen and carbon dioxide, from anoxic conditions to the present, and describe the
significance to current biosphere equilibrium.

21-03-24 2
Unit A: Energy and Matter Exchange in the Biosphere
Science Technology and Society (STS) Outcomes:
20–A1.1sts explain that the process of scientific investigation includes analyzing evidence
and providing explanations based upon scientific theories and concepts
• evaluate the evidence for the influence of ice and snow on the trapping of solar energy (albedo effect)
and hypothesize on the consequences of fluctuations for biological systems
• explain how metabolic heat release from harvested grain can be reduced by drying processes prior to
grain storage and explain the scientific principles involved in this technology
• explain, in terms of energy flow, the advantage of vegetarianism in densely populated countries.
20–A2.1sts explain that science and technology have both intended and unintended
consequences for humans and the environment
• discuss the influence of human activities on the biogeochemical cycling of phosphorus, sulfur, iron and
nitrogen: − feedlot operations − composting − fertilizer applications − waste and sewage disposal −
vehicle and refinery emissions − acid deposition − persistent organic pollutants
• discuss the use of water by society, the impact such use has on water quality and quantity in
ecosystems, and the need for water purification and conservation: − manufacturing and processing −
petrochemical industry − agricultural systems − mining industry − domestic daily water consumption
• analyze the relationship between heavy metals released into the environment and matter exchange in
natural food chains/webs and analyze the impact of this relationship on quality of life.
20–A3.1sts explain that science and technology are developed to meet societal needs and
expand human capability
• evaluate the technology of a closed system in terms of energy and matter: − space stations and
spaceships − Biosphere experiments − manned exploration of Mars’ surface
20–A3.2sts explain that science and technology have both intended and unintended
consequences for humans and the environment
• describe how human activities can have a disrupting influence on the balance in the biosphere of
photosynthetic and cellular respiratory activities: − fossil fuel combustion − depletion of
stratospheric ozone − forest destruction.
21-03-24 3
Unit A: Energy and Matter Exchange in the Biosphere
Skills Outcomes:
• formulate questions about observed relationships and
plan investigations of questions, ideas, problems and
issues
• conduct investigations into relationships among
observable variables and use a broad range of tools and
techniques to gather and record data and information
• analyze data and apply mathematical and conceptual
models to develop and assess possible solutions
• work collaboratively in addressing problems and apply the
skills and conventions of science in communicating
information and ideas and in assessing results
• formulate questions about observed relationships and
plan investigations of questions, ideas, problems and
issues
21-03-24 4
Unit Description:
The constant flow of energy and cycling of matter in the biosphere leads to a
balanced or steady state. This balance is achieved through various biogeochemical
cycles and the processes of photosynthesis and cellular respiration.

Key Outcomes:
• Biosphere • Food chains, food webs, and ecological pyramids
• Equilibrium (energy, biomass and numbers)
• Trophic levels • Carbon, nitrogen, oxygen and phosphorus cycles
• Water properties

Assessment Outline
Unit A: Energy and Matter Exchange in the Biosphere (20%)
Outcome Assessments 1: Dynamic Equilibrium & Energy 5.0%
Outcome Assessment 2: Cycling of Matter 5.0%
Cumulative Assessment 10.0%
 

21-03-24 5
Energy and Matter Exchange in the
Biosphere
• Guiding Questions
– How is the flow of energy balanced in the
biosphere?
– How have human activities and technological
advances affected the balance of energy and
matter in the biosphere?
– How are carbon, oxygen, nitrogen, and
phosphorus cycled in the biosphere?
Review: what is the Biosphere?
Identify: Producer, Consumer, Decomposer
Construct a food chain and food web
Review
Food Chain
Food Chains
Food Web
Biotic
vs
Abiotic
 Review
1. What is the role of producers?

2. Could an ecosystem continue if all the decomposers were removed?

Why or why not?

3. Describe how water in cycled within an ecosystem.

4. Identify two ways that thermal energy (heat) is transferred from one
region of Earth to another.

5. Distinguish between and open system and a closed system.

6. Using a diagram, describe the greenhouse effect.

 Review: Greenhouse Effect

21-03-24 50
 What are the
consequences?

21-03-24 51
 Climate Change Notes
• •
• •
• •
• •
• •
• •
• •
• •

21-03-24 52
Biology 20 Unit A: Energy and Matter
Exchange in the Biosphere
Chapter 1
pg. 6
 Read pg 8

Chapter 1
The Biosphere as a Closed System
• “An ecosystem is constantly changing, yet
remains the same”. What does this quote
mean?
• Dynamic (moving, changing) equilibrium
(same, steady) means constantly changing,
but adjustments are made so the entire
system is not disturbed.
 The Biosphere
• Biosphere: the narrow zone around Earth that
harbours life
• The Earth has 3 basic structural zones:
– Lithosphere (land)
– Hydrosphere (water)
– Atmosphere (air)

• These 3 zones together

make up the biosphere.
 Interactions
• The biotic (living) and abiotic
(nonliving) components make
up an ecosystem.
• A group of the same species is
a population, which generally
shares the same area with
another populations, which
makes up a community.
• Ecosystem: community and its
physical and chemical
environment (includes both
biotic and abiotic factors)
 Importance of Abiotic Factors
• Are vital to any ecosystem because they
affect the type and number of organisms that
can live there.
• May cause gradual, cyclical (seasonal), and
also drastic changes (fires, floods)
• There are 3 general categories:
– Climatic factors – light, temperature, moisture,
wind, and fire.
– Physiographic factors – latitude, altitude, and
topography.
– Edaphic factors – texture and chemical
composition of the soil.
 Biodiversity and Dependence
• Biodiversity: the number and variety of different species in an
ecosystem
– As we learned earlier, every organism is connected. The extinction of a
single species can cause a domino effect.
• Biodiversity is under serious threat as a result of human activities
• The main dangers worldwide are:
– Population growth and resource consumption
– Climate change and global warming
– Habitat conversion and urbanization
– Invasive alien species
– Over-exploitation of natural resources
– Environmental degradation.
 Fabulous Food Chains: Crash Course Kids
#7.1 (3:24):
https://www.youtube.com/watch?v=MuKs
Food Chains 9o1s8h8

• A food chain is a
step by step
sequence
linking organisms
that feed on
others.
• A food chain is
not realistic as an
ecosystem is
much more
diverse.
Most consumers
do not rely on
just one producer.
 Levels of the food pyramid
• Producers – autotrophs, make their own food
• Consumers – heterotrophs, eat producers or other
consumers
• Decomposers – eat detritus, waste from plants and
animals and remains
• ALL work together
to contribute to
recycling nutrients
of the biosphere
 Section 1.1 Summary
• Earth supports the only confirmed life forms in
existence. Living organisms are found in a limited
region of Earth known as the biosphere.
• The expression dynamic equilibrium is used toe
describe any system in which changes are
continuously occurring but the components have
the ability to adjust to these changes without
disturbing the entire system.
• The number of species in an ecosystem is described
as the biological diversity of the ecosystem. Since
organisms interact with each other in potentially
important and unique ways, the reduction in
biodiversity caused by the extinction of a single
species can cause a “domino effect”.
 Equilibrium Unbalanced: Section 1.2
• When dynamic equilibrium becomes unbalanced
for any reason, the health or numbers of
organisms in the ecosystem are affected
• At-risk species are classified depending on
degree of risk Northern Spotted Owl
– Endangered: species that is close to extinction in
all parts of the country or on a significantly large
location
• Example: ____________________________________
– Extirpated: species that no longer exists in one
Black-Footed Ferret
part of the country, but can be found in others
• Example: ____________________________________
– Threatened: species that is likely to become
endangered if factors that make it vulnerable are
not reversed
• Example: ____________________________________ Hooded Warbler
– Special concern: any species that is at risk
because of low or declining numbers at the fringe
of its range or in some restricted area
• Example: ____________________________________
Floccose Tansy
Google Classroom
• Indicator species are sensitive to changes in an ecosystem and
therefore give warning that other organisms are likely to be
effected.
• Amphibians are especially important indicator species
– Amphibians (Greek: Amphi (on both sides) and bios (life)) live in ponds
as tadpoles and in the forest as adults. This means they are exposed to
hazards in both ecosystems
– Also, they are parts of two different food chains: (fig 4. & 5. pg 13)

Indicator Species: Windows on our water (7:22)

http://vimeo.com/16839012
 Read pgs 12-14
Why Are Frogs Disappearing?
• Loss of Habitat
– Habitat: a place or type of environment with
conditions suitable for the survival of an organism or
population of organisms
– Frogs need aquatic habitats to breed and lay eggs
and they need terrestrial habitats to feed. They also
need a safe path between these two ecosystems.
– Growth of cities and human activities such as
farming and industry, take away these things

• Air and Water Quality

– Frogs breath through their skin
– Air and water pollution may change the pH of the
organism’s habitat, offspring may not survive

• Climate Change
– Changes to local ecosystems

• Ultraviolet Radiation – increased amounts of

UV rays reaching the Earth destroys skin cells
Complete Questions #1-8 on Pgs 18-19
 Answers
1. A
2. D
3. B
4. B
5. 1456
6. A
7. A, C
8. A
Biology 20 Unit A: Energy and Matter
Exchange in the Biosphere
Chapter 2
pg. 20
 Chapter 2
Energy Flow in the Biosphere
Intro Video: How Ecosystems Work | Biology | Ecology (3:23)
– https://www.youtube.com/watch?v=o_RBHfjZsUQ
I’m a vole.
• Trophic Level: a category of living things defined by
how it gains its energy
• Autotrophs are organisms that can make their own
food.
• Ex. Plants, algae and some bacteria
• Consumers feed on autotrophs
and are called heterotrophs.
• Mice, deer, vole
 Trophic Levels
• Autotrophs (producers) are
the first trophic level.
• Organisms that eat producers
are primary consumers and in
the second trophic level.
• Organisms that eat primary
consumers are called
secondary consumers and are
in the third trophic level.
• Organisms that eat secondary
consumers are tertiary
consumers
Food Web: a
representation
of the feeding
relationships
among
organisms in
an ecosystem
(interlocking
food chains)
 Photosynthesis
• Food webs always begin with autotrophs such
as green plants, they make their own food by
converting CO2 and H2O, with energy from the
sun to glucose and oxygen.
• Shows the relationship between abiotic (sun)
and biotic (plants).
Reaction Summary:
CO2 + H2O + sun E  C6H12O6 + O2

Photosynthesis Video:
http://www.wonderville.ca/asset/photosynth
esis
 Cellular Respiration
• All organisms undergo cellular respiration to
release energy from food.
• Cellular respiration is the breakdown of glucose
which releases the energy stored in it’s bonds.
Reaction Summary: Keep in mind,
C6H12O6 + O2  CO2 + H2O + E. (energy) ALL
ORGANISMS
THAT
REQUIRE
ENERGY do
so through the
process of
Cellular
Respiration!
 Chemosynthesis
• Producers can convert simple
molecules into more complex
ones to make nutrients.
• These bacteria are called
chemoautotrophs. Chemo (chemical), auto (self),
trophs (feeders). Usually are bacteria that live in
thermal vents and feed on hydrogen sulfide or
carbon dioxide.
• Example:
– Hydrogen sulfide chemosynthesis:
12H2S + 6CO2 → C6H12O6 (carbohydrate) + 6H2O + 12S
 Chemosynthesis
Videos
• Nautilus Behind the Science
– Chemosynthesis(1:51)
– https://www.youtube.com/watch?v=BLOUFrncG7E

• Other than light, what else could fuel life?

Chemosynthesis - Evolution deprived of the Sun's energy
(5:24)
– https://www.youtube.com/watch?v=jbpmJiI66wc

• Ocean Explorer Chemosynthesis and hydrothermal Vent

life
– http://oceanexplorer.noaa.gov/edu/learning/player/lesson05.html
 Limits on Energy Transfer
• Producers use most of the energy they create to grow
and sustain themselves
– Only a small portion of that energy is passed on to consumers
• Primary consumers eat producers but often can not
completely digest the plants, so not all of the energy can
be obtained from the plant.
– Energy is used to:
• Grow
• Move
• Reproduce
• Remove wastes
• Acquire nutrients
• Maintain body temperature, etc.
• Secondary consumers benefit
from only about 10% of the
energy from it’s meals.
The Rule of 10
 Practice
• Assuming a 90% loss of energy across
each trophic level, determine how much
energy would remain at the fourth
trophic level if photosynthesis makes
available 100 000 kJ of potential energy.
• Sketch a labelled pyramid to represent
this situation.
• Could a fifth organism be added to the
chain? Why or why not?
 Laws of Thermodynamics
First: Energy can be
transferred from one
form to another, but
never created or
destroyed.
Second: As energy is
transferred it loses
thermal energy to
the surroundings.
There is less energy
as it is passed on.
 Energy Transfers and Food Webs
Section 2.1 Review
• Food chains describe the relationship between lower and higher
_____________________ levels and describe the flow of
______________________ within an ecosystem.
• Energy is transferred to organisms at the next trophic level in a food
_______________ or food ______________. At each energy transfer,
some energy is transformed into _________________
________________ and is no longer available.
• Write out the formula for photosynthesis:

• Write out the formula for cellular respiration:

• Chemoautotrophic organisms produce _________________ energy

without _________________ energy, and provide the base of food
pyramids in those rare ecosystems with little or no sunlight.
 Read pgs 28-30

2.2 Scientific Models (Pg 28-34)

• Scientists construct models to help them understand
how living things function
• Models are theoretical descriptions or analogies that
help us visualize something that has not been directly
observed
• They provide a pathway for making predictions
• There are three essential steps in formulating a
mathematical model:
1. Making an estimate and developing an equation based
upon indirect data and background information
2. Computing the prediction implied by the equation
3. Comparing the prediction with future or past events.
Supporting evidence is gathered to make sure that the
mathematical model does not support just one situation.
 Ecological Pyramids
Ecological Pyramid: a representation of the energy flow in food
chains and food webs
•Energy – measure amount of energy at each trophic level
•Numbers – number of organism at each trophic level in an
ecosystem
•Biomass – the dry mass of organisms at each trophic level

Ecological Pyramids | Ecology and Environment | the virtual school (3:41)

https://www.youtube.com/watch?v=wGfOoRrICto
Outline:
How is the flow of energy balanced in the biosphere?
How have human activities and technological advances affected the balance of energy and
matter in the biosphere?
How are carbon, oxygen, nitrogen, and phosphorus cycled in the biosphere?
The smell of sewer is so bad in one west Edmonton neighbourhood that residents say they can taste it.
Those living in West Jasper Place are becoming increasingly fed up with the constant stench that's
emanating from a nearby sewer construction site, making the whole neighbourhood reek of rotten eggs.
"One incident I had it really scared me because I couldn’t breathe. I woke up and I felt like I wasn’t getting
enough oxygen," Irene Blain told Global Edmonton this week. "It is so strong that if you were to plug your
nose you can taste it. It is horrendous."
The smell, says CBC News, is a mix of hydrogen sulfide and other gases coming from sewer lines under repair
at 151 Street and 99 Avenue. Work on the project was suspended in June after safety issues were
discovered, meaning the smell has been a problem for months now.
And it's not just the foul odour that has residents concerned — they're also worried about other health
problems caused by the smell.
Blain told 630 CHED that there have been complaints of 
headaches, vomiting, shortness of breath and sore throats.
Andrew Knack, councillor for Ward 1, told CBC the headaches and other symptoms can be 
traced all the way back to 2011, when the neighbourhood started undergoing renewal projects. He says the
sewer line issues date back to then, but the city has not been open about the problems with residents.
"I don't have a firm timeline," he said. "And that's the frustrating thing, I think, for both myself and
everybody living by here. Because it's just been under construction for so long."
"We're sorry," he said. "The fact that it has taken this long is completely unacceptable."
Chris Ward, branch manager for the city’s drainage department, told the Edmonton Journal his department
is doing "every adjustment we can to try to mitigate this," and that the city has now installed air quality
monitoring devices.
The city said they're also pumping bioxide into the sewer shaft and have installed air scrubbers
underground. The source of the gas will soon be sealed off with sand and cement, and that should allow for
a significant reduction in smell by next week.
http://www.huffingtonpost.ca/2015/08/27/edmonton-sewer-smell_n_8050542.html
 Human Use of Energy in Ecosystems
• Read pgs 33-34 and use the information to answer the following question:
– How have human activities and technological advances affected the balance of
energy and matter in the biosphere?
 OA#1:Dynamic Equilibrium & Energy (5%)
Outline
 Explain the one-way flow of energy through the biosphere and how
stored energy in the biosphere, as a system, is eventually “lost” as heat;
e.g.,
• photosynthesis/chemosynthesis
• cellular respiration (muscle-heat generation, decomposition)
• energy transfer by conduction, radiation and convection
 Analyze data on the diversity of plants, animals and decomposers of an
endangered ecosystem
 Explain how energy in the biosphere can be perceived as a balance
between both photosynthetic and chemosynthetic activities and cellular
respiratory activities; i.e.,
• energy flow in photosynthetic environments
• energy flow in deep sea vent (chemosynthetic) ecosystems and other extreme
environments
 Explain the structure of ecosystem trophic levels, using models such as
food chains and food webs
 Explain the flow of energy and the exchange of matter in aquatic and
terrestrial ecosystems, using models such as pyramids of numbers,
biomass and energy.
 Chapter 3 (pgs. 40-65)
The Cycling of Matter in the Biosphere
Outcomes:
20–A2.1k explain and summarize the biogeochemical cycling of carbon, oxygen,
nitrogen and phosphorus and relate this to general reuse of all matter in the biosphere
20–A2.2k explain water’s primary role in the biogeochemical cycles, considering its
chemical and physical properties; i.e., universal solvent, hydrogen bonding.
20–A3.1k explain the interrelationship of energy, matter and ecosystem productivity
(biomass production);
20–A3.2k explain how the equilibrium between gas exchanges in photosynthesis and
cellular respiration influences atmospheric composition
20–A3.3k describe the geologic evidence (stromatolites) and scientific explanations
for change in atmospheric composition, with respect to oxygen and carbon dioxide,
from anoxic conditions to the present, and describe the significance to current
biosphere equilibrium.

•To maintain the biosphere, matter must be recycled

•The elements carbon, hydrogen, oxygen, and nitrogen are the
main constituents of the 4 basic organic compounds found in
living organisms – carbohydrates (cell energy), lipids (energy
storage), proteins (cell structure), and nucleic acids (heredity
material).
 Properties of Water
• The movement of water through the biosphere is
called the hydrological cycle

The importance of water:

• Requirement of all living organisms
• Maintains global temperatures
• Absorbs and releases heat energy
• Is the medium in which metabolic reactions takes
place
• Composes about 60% of a cell’s mass
(ie.cytoplasm).
Dinosaur Pee?: Crash Course Kids #24.2 (4:47):
https://www.youtube.com/watch?v=o_bbQ0m3wuM
 Water: A Polar Molecule
• Water molecules are held together by covalent bonds
that join one oxygen and two hydrogen atoms
• Electrons are drawn toward the oxygen atom, creating a
region of negative charge near the oxygen end of the
molecule and a positive charge near the hydrogen end
– Therefore the molecule has a more positive pole and a more
negative pole = a polar molecule
• Attraction between opposing charges of different
molecules creates a hydrogen bond
• The higher boiling point and
melting point of water is due
to the additional energy
needed to break hydrogen
bonds
How polarity makes water behave strangely - Christina Kleinberg (3:51):
https://www.youtube.com/watch?v=ASLUY2U1M-8
 The Hydrological Cycle
• The hydrologic cycle includes the following processes:
1. evaporation
2. condensation
3. precipitation
4. infiltration
5. runoff
6. transpiration
7. storage (in atmosphere, ice and snow, freshwater bodies, and oceans)

• As water travels through the biotic and abiotic

components of the biosphere, it carries much material
with it, including chemical nutrients. This links the
hydrologic cycle with the biogeochemical cycles, through
which nutrients travel
The Water Cycle https://www.youtube.com/watch?v=al-do-HGuIk
Water Beneath the Soil
• Fresh water that we use
comes from two sources:
ground water and surface
water
• Percolation: movement of a
liquid through porous
material such as soil
particles
• Water table: top level of the
region below the ground
that is saturated with water
• Leaching: removal of soluble
minerals by percolation
 Acid rain | Chemistry for All | The Fuse

Acid deposition School (5:36)

https://www.youtube.com/watch?
v=Nf8cuvl62Vc

• Acid deposition and the water cycle – sulfur and nitrous oxides enter the
atmosphere and combine with water droplets to form acids, and return to
the surface of the earth in the form of rain or snow.
• Acid precipitation destroys structures, and kills organisms
• Technology offers some solutions:
– Scrubbers in smokestacks now remove much of harmful emissions
– Lime added to lakes to neutralize acids
• See Figure 7, pg. 46.
 The Carbon Cycle
• Carbon cycle – is the cycling of carbon between
organisms and the environment. (See Figure 1, pg. 49)
• Carbon is the key element in all organic compounds.
• Carbon enters the atmosphere from cellular respiration,
volcanic eruptions, burning of fossil fuels (combustion),
weathering, ocean sediments, and carbon dioxide
dissolved in oceans.
• Carbon enters the cycle through photosynthesis and
decomposition.
• Most of the carbon in living organism is returned to the
atmosphere or water as carbon dioxide when wastes
and the bodies of dead organisms decay
 The Carbon Cycle Cont.
• Carbon cycles rapidly through the atmosphere or
when dissolved in water, but can be held for
many years in living things such as trees
• A large amount of carbon is held in oceans
• Some of the carbon dioxide is dissolved in water
and some is used by algae and plants that
perform photosynthesis
• The largest reservoir for Earth’s carbon is in
sedimentary rocks, such as limestone, found on
the ocean floor and continents
 The Carbon Cycle
• The Carbon Cycle [3D Animation] (5:30)
– https://www.youtube.com/watch?v=dDBU0lg-
HYE
 The Oxygen Cycle
• Oxygen cycle - makes up 21% of the Earth’s atmosphere
• Exists in living matter as organic molecules, like glucose,
C6H12O6 (s) , synthesized by producers.
• Two major inorganic sources of oxygen include carbon
dioxide (CO2(g)) and water (H2O(l)).
• All organisms require oxygen, except anaerobic bacteria,
to release the energy contained in the organic molecules
such as glucose – through cellular respiration.
• Photosynthesis contributes to the free oxygen supply
and cellular respiration depletes it as well as the
formation of inorganic mineral oxides (rusting).
 Human Impact on the Carbon
•
Cycle
The Hydrologic and Carbon
Cycles: Always Recycle! - Crash
Course Ecology #8 (10:03)
• https://www.youtube.com/wat
ch?v=2D7hZpIYlCA

• The Cycle: Carbon and Oxygen

and You
• https://www.youtube.com/wat
ch?v=uqQufVZ3iQk

• The Carbon and Oxygen Cycles:

https://www.youtube.com/wat
ch?v=j4Ah1jercqQ
Evaluating Evidence of Climate Change: What we know:
http://www.ipcc.ch/

• Unequivocal: Admitting of no doubt or

misunderstanding; clear and
unambiguous
 Climate Change Intro Videos
• What’s the difference between a scientific law and theory? - Matt
Anticole (5:11)
– Chat with a friend about an established scientific theory, and she might
reply, “Well, that’s just a theory.” But a conversation about an
established scientific law rarely ends with “Well, that’s just a law.” Why is
that? What is the difference between a theory and a law... and is one
“better”? Matt Anticole shows why science needs both laws and theories
to understand the whole picture.
– https://www.youtube.com/watch?v=GyN2RhbhiEU
• CLIMATE 101 with BILL NYE (4:33)
– Greenhouse Gas Effect Experiment
– https://www.youtube.com/watch?v=3v-w8Cyfoq8
• Climate Change 101 with Bill Nye | National Geographic (4:09)
– Climate Change is a real and serious issue. In this video Bill Nye, the
Science Guy, explains what causes climate change, how it affects our
planet, why we need to act promptly to mitigate its effects, and how
each of us can contribute to a solution.
– https://www.youtube.com/watch?v=EtW2rrLHs08
 Albedo
• Albedo – the fraction or percent of
radiation striking a surface that is
reflected by that surface. Surfaces that
have a high albedo (reflect a large
percentage of incident solar radiation)
appear light colored and surfaces with a
low albedo are perceived as dark colors.
• Video: Albedo and global warming
– http://www.youtube.com/watch?v=rpQNqnRJKeQ
 Global Warming
• Greenhouse effect:
– A Climate Minute – The Greenhouse Effect (1:40)
http://www.youtube.com/watch?v=Hi3ERes0h84

– Global Warming 101 | National Geographic (3:03)

– http://www.youtube.com/watch?v=oJAbATJCugs

Worksheet with
data and history
of climate
change:
http://germanwatc
h.org/de/downloa
d/9004.pdf
Solutions to
climate change:
http://www.nrdc.o
rg/globalwarming/
• Methane gas explosion
– http://www.youtube.com/watch?v=YegdEOSQotE
Don’t panic! We are working on it!
• Case Study pg 56: Technological Solutions for
Global Warming
• Solutions Video:
– http://www.youtube.com/watch?v=20GTlO9fqQY
• David Suzuki
– http://www.davidsuzuki.org/what-you-can-
do/reduce-your-carbon-footprint/?
gclid=CP2vibf0orUCFZE-Mgodoi0AhQ
 Nitrogen Cycle
• http://www.te
achersdomain.
org/asset/lsps
07_int_nitrog
en/
• Animation
• Nitrogen Cycle Video
– http://www.youtube.com/watch?v=1XC7xT0mIbY
 Nitrogen Cycle
• Nitrogen cycle – is the cycling of nitrogen between
organisms and the environment. (see Figure 1, Pg. 60))
• Nitrogen makes up about 79% of the atmospheric gases
and is a key component in proteins and nucleic acids.
• Nitrate ions (NO3-) and ammonia ions (NH4+) are the
usable form of nitrogen that organisms can use.
• The process of converting nitrogen gas into nitrates and
ammonia ions, which can then be used by plants, is called
nitrogen fixation.
 Nitrogen Cycle Con’t
• Nitrogen can enter the environment from nitrates found in
rain, animal proteins by excretions and decomposition, and
nitrogen-fixing bacteria on root nodules of legumes.
• Nitrogen can re-enter the atmosphere by denitrifying
bacteria – soil bacteria that reduce nitrates or nitrites to
gaseous nitrogen and some nitrous oxides in the presence of
little oxygen (aerobic).
• Denitrification: process in which nitrates are converted to
nitrites and then to nitrogen gas
Legumes include plants such as alfalfa, clover,
peas, beans, chickpeas, lentils, soybeans, and
peanuts that have a symbiotic relationship with
nitrogen-fixing bacteria in structures called root
nodules
 Agriculture and Nutrient Cycles
• Seeds, leaves, flowers, and fruits of plants all contain
valuable nutrients, which is why we eat them
• Fertilizers: materials used to restore nutrients and
increase production from land
• Soil bacteria convert the nitrogen content of fertilizers
into nitrates, but the presence of high levels of nitrates
may result in an increase in the amount of nitric acids
in the soil
• Changes in the levels of acidity can affect all organisms
living in the soil
• Accumulation of nitrogen and phosphate fertilizers
produces an environmental problem
• Spring runoff carries decaying plant matter and
fertilizer-rich soil to streams and then lakes ->
nutrients allow algae in the water to grow more rapidly
-> leads to algal booms -> when algae die, bacteria use
oxygen from the water to decompose them -> oxygen
levels drop drastically -> animals die -> bacteria use
oxygen from the water to decompose them -> more
animals die
 Phosphorus Cycle
• Phosphorus is a key element found in cell
membranes, the energy storage molecules
(ATP and ADP), and the calcium phosphate of
mammalian bone.
• Phosphorus is usually found in the form of
phosphate ions and is recycled in two ways –
involving rocks and involving living organisms.
• See Figure 6. pg. 63
Use pg 63
 Phosphorous Cycle
• Animation:
– http://science.jburroughs.org/mbahe/BioA/starra
nimations/chapter4/videos_animations/phos_ani
m.html
 Section 3.0: Cycles Summary
• The Hydrological Cycle
– Polar molecules have a _______ and a _________ end
– Hydrogen bonds are formed between the positive end of one water molecule and the negative end of
another water molecule
– Sulfur dioxide and nitrous oxides enter the atmosphere and combine with water droplets to form
______________.
• The Carbon and Oxygen Cycle
– Most of the carbon in living organisms is returned to the atmosphere or water as carbon dioxide
when wastes and the bodies of dead organisms ____________________
– A large amount of carbon is held in ____________
– Oxygen cycles between living things and the atmosphere via _________________________ and
_____________________.
– Oxygen is stored in the ________________, in water, and in rock
– Humans have modified the global carbon cycle through the increasing use of fossil fuels and by the
burning of forests
– The term albedo is used to describe the extent to which a surface can __________ light
– The albedo of snow and ice is extremely ______________
• The Nitrogen and Phosphorous Cycle
– Life depends on the cycling of nitrogen, which is required for the synthesis of __________ and
______________
– Atmospheric nitrogen is converted into nitrates by ____________________, either by lightning or by
bacteria in the roots of legumes
– ______________________________ break down nitrogen compounds in wastes or dead bodies into
simpler compounds such as ammonia. Other bacteria convert the nitrites back into nitrates
– Denitrifying bacteria break down nitrates into nitrites, and then nitrites into
__________________________, which is released into the atmosphere
– Phosphorus is found in the cell __________________, in energy-containing molecules, in __________,
and in bones