Basic system video

Water and
Aquatic food
production
systems
ESS Topic 4 2020
1
 4.1 Introduction to water systems 2017 syllabus

Key points from page 211 (bare in mind- brief discussion)

1. Solar radiation drives the hydrological cycle.
2. The hydrological cycle is a system of water flows and storages that
may be disrupted by human activity. (DON’T FORGET THE OCEANS!)

Do you know
all these terms?

Test yourself!

2
3
 4.1 Introduction to water systems –continued
3. Fresh water makes up only a small fraction (approximately 2.6% by volume) of the
Earth’s water storages.
Activities -Read page 212 and answer the following
1.Why is the drainage basin often used as a model of the hydrological
cycle rather than the whole planet? (TOK box page 212).
2. Define Infiltration, percolation, transpiration.
transpiration Fig.4.1
3. Define aquifer. See next slide or internet.
3. Read pages 212 -213. Under the heading Water stores list the 10
different stores. Fig. 4.2
4.Which is the largest store of fresh water? Is it readily accessible?
Why/Why not?
5.What is meant by Turnover time? (think aquifer) pg 213
6.How does a long turnover time affect whether water can be seen as a
renewable or non-renewable resource? (top of page 214). Shorter
than a year is renewable but… It is actually a replenishable resource.
resource
4
a body of permeable rock which can
contain or transmit groundwater.

5
 Flows in the hydrological cycle
The IB always ask about systems. In this topic they are interested in the
flow of water through the system.

Possible Activity
1. Read pages 214 to 216.
2. Complete the systems diagram of a forest lake system in Northern
Canada. Handout.
Important
3.You should be aware of the names of the flows and what they mean.

6
A small forest with a lake ecosystem northern Canada Task
1. Indicate and label at least 4 transfers within the hydrological
system shown. Be specific.
2. Indicate and label at least 4 transformations it this system. Be
specific.
3.What is the energy source which drives this system? ____.
4. If all of the forest near the lake was removed explain how two
flows in the water cycle will be disrupted . Be specific.
____________________________________________
____________________________________________

inputs outputs
processes
losses

Feedbacks

7
 Factors affecting water flows.
• The next slide shows how each factor can
have an increase or decrease in flow.
• Print and issue
• Discuss and check understanding

8
4.1 Flows in the hydrological cycle – some more ideas to explain

9
 4.1 Human impacts on the Hydrological system
Human activities such as agriculture, deforestation and urbanization
have a significant impact on surface runoff and infiltration.

1. Effects of Irrigation Drip feed in Senegal

Activity Drip feed irrigation

1.Read pages 216 -217.
2.Answer questions on
the next slide

I will also ask you to explain;

1. Surface runoff
2. Infiltration
3. Drip feed irrigation
compared to sprinklers. 10
 The effects of irrigation on the hydrological cycle
Resource page 216 217

1.Define irrigation.
2.Explain drip feed irrigation.
3.Look at fig 4.3 and compare the efficiency and cost between drip
feed, sprinkler and gravity flow systems.
4.Why would heavily irrigated regions have more storms and
rainfall? (Second paragraph page 217).
5.Why would forests have higher infiltration rates than grassland?
6.Compare grazing land and ploughed land in terms of infiltration.
(Last paragraph pg 217)
7.Define Salinisation. Watch the video first. (1st paragraph pg 217)

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Salinisation video (note also covered in the soil topic later)
Soil salinity is the salt content in the soil.
The process of increasing the salt content is known as salinization.
Salts occur naturally within soils and water. Salination can be caused
by natural processes such as mineral weathering, poor irrigation
techniques or by the gradual withdrawal of an ocean..

12
 4.1Human impacts on the Hydrological system- cont
Effects of deforestation good video 2min
1.Read pages 218 -219
2.Define deforestation.
3. Record the 4 bullet points page 218 that explain how forests affect
the water cycle and soils.
Explain how the removal of forests affects the following;
Infiltration
Evapo-transpiration
wind speed
Soil water storage/erosion of soils
local climate
Flooding
Extension – Answer question
12 and 13 page 225. 13
14
 4.1 The effect of urbanization on surface runoff and
infiltration.
Resource pages 220 -221 a short linked video 3min
Chennai video water crisis 2017 3 min
Key points
1. Urban areas have different land uses.
2. Most of the urban areas are dominated by ‘hard’ impermeable
surfaces. Eg roads and roofs.
3. Run- off is high. If there is a lack of adequate sewers and storm water
drains flooding can be quick and large.
4. Temperatures can be higher in urban areas. Evaporation will increase.
5. A lack of vegetation affects evaporation, soil moisture storage and
temp.
6. Downstream rivers may flood more often.
Read these pages above, brief discussion, brief notes and move on.15
 4.1 Introduction to water systems continued
2017 syllabus

The Ocean circulatory system (ocean conveyor belt) influences the

climate and global distribution of water (matter and energy).
Resource page 221 225 new text.
Watch the videos then back for discussion.
A. https://www.youtube.com/watch?v=UuGrBhK2c7U 5min super!
B. https://www.youtube.com/watch?v=yyAuWeoTm2s 12min

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 Possible practical for Ocean Circulatory system
Using the equip below create 4 ocean settings.
Use the dye to show how salinity and temperature can effect density
and thus create a circulatory system.
Equipment
4 syringes with long rubber tube
•4 large glass beakers (eg 500ml beakers)
•½ Kg Salt, Ice, Hot Cold fresh water
•Dye ( Potassium Permanganate)
Note! Make small volumes of water with the dye ie a table spoon is enough! Inject the dye VERY SLOWLY.

1.Predict what will happen in advance based on lesson knowledge.

Prediction - In the warm fresh water the dye of cold fresh water will
sink to the bottom. This is because.....
2. My observations are…. This supports my prediction/ ….
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 Investigation into Ocean circulatory system
Write up the following after the investigation

Aim – to investigate how density drives an ocean circulation system.

1.Briefly describe the method used.

2.Predict the movement you expect to see.
3.Record the movement that was observed.
4.Describe the trend or patterns observed.
5.Anomalies?
6.Reasons for the anomalies?
7.Conclusion.

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 The ocean circulatory system (ocean conveyor belt)
Resource pages bottom of 221 -225 read!

Key Points
1. Ocean circulation systems are driven by differences in temperature
and salinity.
2. The resulting difference in water density drives the ocean conveyor
belt, which distributes heat around the world, and thus affects
climate.
• As temp increases water becomes less dense and rises.
• As salinity (saltyness) increases water becomes more dense
• As pressure increase water becomes more dense and sinks.

Activity on next slide.

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 The ocean circulatory system (ocean conveyor belt)
Resource pages bottom of 221 -225 read!

Show your understanding.

1. In your own words describe this system.
2. Explain the factors which drive this system. (what makes the water
move?)
3. How does this system affect global climate? Give examples.
3b What is a gyre?
3. Describe the global variation in salinity. Fig 4.5 page 223.

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 4.2 Access to Fresh Water
Key points to cover for the whole of 4.2
1.The supplies of freshwater resources are inequitably
available and unevenly distributed, which can lead to
conflict and concerns over water security.

2. Freshwater resources can be sustainably managed using a

variety of different approaches.
Brainstorm
Water stress
Physical Scarcity
Economic scarcity

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 Water Stress - notes
• Water stress occurs when the demand for
water exceeds the available amount during a
certain period or when poor quality restricts
its use. Water stress causes deterioration of
fresh water resources in terms of
• quantity (aquifer over-exploitation, dry rivers,
etc.) and
• quality (eutrophication, organic matter
pollution, saline intrusion, etc.).
 Water Scarcity - notes
Two types
•Physical scarcity – When demand exceeds
supply.

•Economic scarcity – When water is available

but people can’t afford to access the available
water. It can be in areas of lots of water or little
water.
 4.2 Access to Fresh Water
Access to fresh water
‘Access to an adequate freshwater supply varies widely’.
To do
1. Take notes on the main reasons access to water differs. Page 226-227
At least 4 key points here. Discuss with Mr. P in 6 min.

2. Note down 2 case studies from top of 228.

(Who’s capital city)
Another example IF TIME- Yemen
FYI – Yemen is the first country in the world to officially run out of water.
Yemen is on the verge of running out of water article only

Yemen – chewing themselves dry 4 min

Climate Wars - Yemen' with Thomas Friedman 4.40min

This overlaps with a later topic Conflict arising from shared water
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 4.2 Access to Fresh Water
Access to fresh water
‘Climate change may disrupt rainfall patterns and further affect this
access to fresh water’.

How? Think!
Eg. In the Sudan, Ethiopia, Yemen and Afghanistan droughts have
occurred more often in the last 20 years. In these areas monsoon
rains once deposited some irregular rainfall in the past.
10’s of Millions have died due to these changes.

Eg. Glacial melt volumes are reduced as glaciers lose volume.

Settlements along rivers below this glacial melt have relied heavily on
glacial melt had to adapt quickly or move. Mountainous towns in
Peru have suffered from drying glaciers and have had mass
migration. 25
 4.2 Access to Fresh Water
Changes in demand and supply affect access to fresh water

Why are there changes in demand for freshwater?

2 Key points
1. As populations, irrigation and industrialization increase, the demand
for fresh water increases.
2. Demand for water increases as countries become more economically
developed.
Because of this …Freshwater
… supplies may become limited through
contamination and unsustainable extraction.
Activity
Now read bottom of 228 and top 229 and margins. Take notes to
support your understanding of these ideas.

26
 Freshwater supplies may become limited through contamination and
unsustainable extraction.
An example (map on next slide)
Eg. The High Plains(Ogalalla) aquifer irrigates more than 20 % of US
cropland. It is close to depletion. Some scientist calculate it will take
10,000 years to replenish this aquifer naturally. Therefore it is an
unsustainable resource.
(This example will link to our Case study on Wheat farming in the mid west USA (topic 5).
Activity
Watch this video and answer these Q’s.
a. Where is the aquifer? Name at least 2 states the aquifer covers.
b. What is an aquifer? Can you define it? The exam may ask you to!
c. What are the demands placed on the aquifer? Explain why this isn’t sustainable.
d. What solutions are proposed to reduce the impact on the extraction?
e. What are the consequences if these extraction rates continue?
Extra - measuring the depth of the High plains aquifer. 1min
relates to data gathering and Environmental Impact assessments. Part of a
Baseline study before any new development. 27
28
1. In your notes define ‘Water Footprint’.

2. Select two diverse countries and compare

their water footprint per capita.

3. What do you think creates this difference?

29
Sustainable Management
of water resources.
Brainstorm ways we manage
water

30
 4.2 Access to Fresh Water
Sustainable Management of water resources.
Water supplies can be enhanced through;
1. reservoirs
2. redistribution
3. desalination (removal of salt from sea water by filter or evaporation)
4. Artificial and natural recharge of aquifers (by reestablishing wetlands
which trap and absorb water which infiltrate down into the
groundwater)
5. rainwater harvesting schemes.
6. water conservation (including grey-water recycling) can help to
reduce demand but often requires a change in attitude by the water
consumers.
7. Shade balls 12 min –explains why black,plastic,waterfilled,round.
Do you know the above 7 methods?
31
 4.2 Access to Fresh Water
‘Evaluate the strategies that can be used to meet an increasing
demand for fresh water’.

Case study South West USA + Mexico

• Resources - Read the article on pages 147 to 151 of Nagle textbook (photocopied
for you).
• Extra resource - Biozone workbook page 34 (has a little bit of stats on the Rio
Grande water conflict with Mexico).
Activity – use the guiding questions to take notes.
1. Why is there a need to manage the water resources? Develop…
2. What are the management strategies currently used? Include shade balls in the LA reservoir.
3. Evaluate these strategies. Strengths and weaknesses.
4. What are the proposed management strategies? Evaluate these
5. Conflict between the US and Mexico will be covered in a latter lesson where the
Nile will be covered also as questions can be on either local or global conflict.
 4.2 Access to Fresh Water

‘Evaluate the strategies that can be used to meet an

increasing demand for fresh water’.

Mini Case study

Colorado River Mexico V USA slides 19 onward!
And photocopies of 147 to 151 of Guiness Nagle textbook

Activity
Using a google doc divide the class up to extract and write up summaries of the SW USA case study.

Continue this google doc to include International conflict. USA Mexico – Colorado river and the Rio Grade (pg34 biozone)
The Nile river – Egypt and 11 other countries. (Pg 233-234)

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 To be placed on a shared google doc
Page 1 of 2

Water Management case study

International Water conflict case study
A research task for the whole class.
The data is to be shared and used for revision purposes.
A Big Question for this topic will be given shortly. These notes will be valuable to answer it.

Water Management
This section is to summarise the management of water in the  Southwestern
Southwestern part of the USA.
USA The key to this data is being able to evaluate the strategies. Ie are they
successful or not.

Student task
In groups summarise the notes into these sections.

Group 1
Why is there a need to manage the water resources? Develop…

Group 2
What are the management strategies currently used?
Evaluate the strategies.
Extra strategy – technocentric ‘Shade Balls’ shade balls 2
Group 3
What are the proposed management strategies?
Evaluate.

Water conflict within the states of the USA

Group 4
What is the cause of water conflict between the Southwestern states?
Develop

34
 To be placed on a shared google doc
Page 2 of 2
International conflict - Mexico vs USA

Group 5
Look at the conflict over the water rights and distribution of the Colorado river and the Rio Grande river.
You must develop WHY this is causing conflict now and the future.
Feel free to extend your research and add notes here. (please reference any useful sites you find).

International conflict - Egypt and the Nile  - resource page 233 and internet

Group 6
Look at the conflict over the water rights and distribution of the Nile river.
Why is there a  greater need to manage the resource.
Feel free to research further

Group 7
What conflict events have already occured?  
Feel free to research further

Why is it likely or unlikely to escalate further?

Feel free to research further

Group 8.
What are some of the management solutions which may occur in the future?
Feel free to research further

35
Case Study: Water problems in the south-west of the US
particularly California.

Activity – On a full double page read and summarize the notes given.
Causes of water Solutions or Consequences
shortages management strategies
By Climate Infrastructure

By humans Laws

Population change Technological solutions

Agriculture use
Industrial use Future solutions?
Domestic use

Colorado River aquifer

 Causes of water shortages
1.The south West US has grown quickly in population.
population 38m in Cal.
2.The other 7 states have grown from22 to 36 m. recently
3.The areas natural environment is a desert biome.
biome Hence a natural
physical lack of rainfall. (30- 35 degrees north of the equator)
4.Huge investments in agricultural land and irrigation to support
farming. This has promoted the use of irrigation.
5.Federal government has supported the growth of this area making
extraction of water easy and inexpensive.
inexpensive
6.The river flow has reduced since water allocations for states were
given. This was a natural event but may have been caused by global
warming.
Simply put- The demand for water exceeds supply – Water scarcity.
 Solutions suggested
1.Cover moving water to reduce evaporation (most canals are open).
2.Recycle industrial water eg 225,000 litres to create 1 tonne of steel.
3.Los Angeles is showing success at recycling water being used for gardens and golf
courses.
4.Toilets can be cleaned using brushes. Education!
Education 26litre to 9litre flushes
5.Charging real prices for water.
water No subsidies for farmers. Farmers become more efficient
to improve profits.
6.Farmer change crops to less water dependent crops. Pistachios, almonds and rice use
lots of water! Eg to Grapes, dragon fruit.
7.Sprinklers and drip irrigation instead of open ditch.
8.Allow farmers with allowable water rights to sell extra water and not waste it. (I don’t
like this solution!)
9.Import water from Northern California.
10.Nuclear desalination plant on the coast of Santa Barbara and San Diego.
11.A reduction of the consumption of meat grown in these states and/or a change to other
crops.
12.Shade balls ! Shade balls
 Consequences of these solutions
1.Food costs go up.
up
2.Neighboring regions refuse to share aquifer water. E.g. Oregon
3.Groundwater is further abused and aquifers dry up.
up

4.Mexico's wetlands recover as they get more water flowing to them. This
may mean underground aquifers can be replenished faster.
5.Fish reestablish themselves in the Colorado river.
6.The cost of bottled water continues to rise for local people.
7.A potential for populations to move from or slowing down of population
growth. Migration
Applying the case study knowledge to an exam question.
The assessment statement is
‘Evaluate the sustainability of freshwater resource usage with
reference to a case study.’

So, what is Evaluate?

Assess the implications and limitations.
What does sustainability mean?
Using resources at a rate which allows natural regeneration AND
minimises damage to the environment.

Write a paragraph answering this question. It may be a 6-9 mark

Question.

Your test question may be like this!

Case study of
Colorado River and Basin

Areas that receive water

Outside of the basin
shown in key.

Look for the

Colorado River Aqueduct!
Aqueducts across
San Diego and
agricultural valleys
In California.
 Conflict over water
As populations grow, greater demands are made on water resources.
Water resources are now becoming a limiting factor in many
societies, and the availability of water for drinking, industry and
agriculture needs to be considered.
Many societies are now dependent primarily on groundwater, which
is non-renewable.
As societies develop, water needs increase. The increased demand
for fresh water can lead to inequity of usage and political
consequences.
When water supplies fail, populations will be forced to take drastic
steps, such as mass migration. Water shortages may also lead to civil
unrest and wars.
We will investigate the US vs Mexico
And in Africa 12 countries sharing the water of the Nile.
44
 4.2 Access to Fresh Water continued

The scarcity of water resources can lead to conflict between human

populations, particularly where sources are shared.

 ‘Discuss, with reference to a case study,

study how shared freshwater
resources have given rise to international conflict’.

We can use the USA V Mexico case study but for a stronger case
study..
Case Study - Nile River International conflict page 233 -234.
Discuss the above statement with reference to this case study.

Extra resource - Biozone workbook page 34 (has a little bit of stats on the Rio Grande
water conflict).
45
4.2 Conflict arising from shared water resources – Nile Basin
‘The scarcity of water resources can lead to conflict between human
populations, particularly where sources are shared’. Pg 233

1. The Nile has been the only reliable source of water in the Nile basin.
2. Water security in Egypt is extremely vulnerable due to rapid
population growth and environmental factors.
3. Eleven countries share the water from the Nile and its tributaries.
4. Egypt has threatened countries who try to develop dams and large
irrigation scheme along the Nile.
5. Agreements in the past secured Egypt's water security. These have
now been superseded.
6. Egypt relies on the Nile for 97% of its water. Little development of
alternative sources.
7. The UN suggest Egypt will run out of water by 2025.
8. Egypt's population of 85 m will grow to 140 m in 2050. 46
 Nile river conflict key points continued
Historical Agreements
1929 Nile water agreement – Between Britain and Egypt. Gave Egypt the
power to stop any upstream projects if they affected flow. Britain did
this to secure access to the Suez canal for trade, especially with India.
1959 Nile Water agreement– The Sudan also signed this
agreement and shared water ¼ to ¾’s with Egypt. No one else included.
The 9 other countries which share the Nile try to remove the legal
legitimacy of the agreements above. Not fair at all.
2010 Entebbe agreement – Began the change of control of the Nile away
from Egypt and the Sudan.
Nile Basin initiative 1999 – 10 countries sign, designed to have a fair
distribution of the Niles flow.
Entebbe Agreement 2011 – Allowed riparian (beside the river) countries
to build dams and other projects. Went against the older colonial
treaties.
47
 Nile river conflict key points continued
Potential for conflict
The cost of conflict may exceed the need to fight for the water.
In 1970 Egypt threatened war over a dam being constructed in Ethiopia.
In 2004 Egypt threatened to bomb a pipeline in Tanzania.
In 2010 Egypt and Sudan discussed attacking an Ethiopian Dam.
Former President Morsi suggested that blood would be spilled if Egypt
received less water from the Blue Nile in Ethiopia.

Although these threats were never carried out Egypt made it clear
conflict could occur.
However, Egypt's need for international loans and aid from other
countries and the cost of going to war should prevent conflict at this
level to occur. The US recently stopped military aid and $260m due to
military action internally.
48
 Nile river conflict key points continued
Possible solution

A UN-backed plan suggests using the Nubian Sandstone Aquifer, below

the eastern part of the Sahara Desert, for water. Egypt, Sudan, Chad,
and Libya have agreed the plan. The UN suggests there could be
400 years worth of water available through this aquifer.

Evaluation of this.
Expensive, who pays for it.
needs capital backing,
a technocentric solution,
requires collaboration from neigbouring countries.

49
 Alternate case study for students with extra interest.
Melbourne desalination plant

Build it bigger episode -very positive.

Opposition to the Melbourne plant – good points,
nice Environmental value viewpoints

Two videos showing the advantages and

disadvantages of producing fresh water.

50
Aquaculture 4.3
Fishing and rice in Cambodia

Sustainable examples 2m

Growing rice and fish

together in China 3.30m

51
 Topic 4.3 Aquatic food production systems
Introduction Key Ideas
1. Aquaculture is the farming of aquatic organisms (flora and fauna) in
both coastal and inland areas that involves intervention in the
rearing process to enhance production. Fish, shellfish, seaweed.
2. Demand for aquatic food resources continues to grow. Why?
3. This is mostly due to increased population and changes in diet.
4. Much of this is due to changes are due to the rise in living
standards and wealth.

5. Development of new fishing strategies and equipment is having a

drastic effect on fish stocks. Can you think of examples?

6. The harvesting of some species is very controversial. Eg Whales

52
 Topic 4.3 Aquatic food production systems
Note - Key Point Photosynthesis by phytoplankton supports a highly diverse range of food webs.

1. Which tropic level do humans take most of their fish from? Bottom of pg 238

2 Is this more or less energy efficient than food production on the land? Bottom pg 238

Compare efficiency of land vs aquatic systems.

3. Read 238,239 don’t take notes yet.
Answers coming up on next slide.
Take notes when we look.

53
 Topic 4.3 Aquatic food production systems
Key Point Demand for aquatic food resources continues to increase as human population grows and diet changes.

1. Read pages 236,237 note the key points and answer the following.

2.Explain why the demand for aquatic food resources continue to rise. At least 3 points. Stats to support?

3.What is the difference between wild capture and aquaculture production? (you need to think about it).

4. Describe the trend in wild capture to aquaculture consumption between 1970 and 2010. page 237 fig. 4.12.

Note - Key Point Photosynthesis by phytoplankton supports a highly diverse range of food webs.

1. Which tropic level do humans take most of their fish from? Bottom of pg 238 Which levels do we take food from the land?

2 Is this more or less energy efficient than food production on the land? Bottom pg 238

Compare efficiency of land vs aquatic systems.

3. Read 238,239 don’t take notes yet.
Answers coming up on next slide.
Take notes when we look.

Key Points
• Aquatic (freshwater and marine) flora and fauna are harvested by humans.
• The highest rates of productivity are found near coastlines or in shallow seas, where
upwelling's and nutrient enrichment of surface waters occurs.
• ‘Students should understand maximum sustainable yield (MSY) as applied to fish stocks’.
1. Look at the diagram to the right.
2. Activity - Note the key points above, read page 239 and
Define sustainable yield (SY)
and maximum sustainable yield (MSY)

54
4.3 Compare and contrast the efficiency of terrestrial and
aquatic food production systems page 238
Extra only – not specifically part of sylabus
Terrestrial efficiency Aquatic efficiency
Linking words
Energy is harvested from Energy is gathered higher up the food
Lower in the food chain. Whereas…. chain.
Much of this in from animals which Large fish are the most preferred in diet.
Require huge volumes of crops to support Lots of energy lost through the levels.
However….
Efficient at capturing sunlight Initial capturing of sunlight is less efficient.
Reflection and absorption by water.
On the other hand…
The energy lost at each level is about 90% Energy efficiency between levels is better
than on land.
In comparison..
Grains and crops are efficient foods as they Fish eaten can be 5- 8 trophic levels higher.
are primary producers. In contrast…

Meat rather than eating grains directly is Due to taste most fish are consumed
Inefficient. 15kg grain +100m3 water further up the food chain. Eg Tuna. More 55
Make 1kg beef Similarly?…. energy lost.
 Topic 4.3 Aquatic food production systems
Key Points
Key Points Eg?
• Aquatic (freshwater and marine) flora and fauna are harvested by
humans.
• The highest rates of productivity are found near coastlines or in
shallow seas, where upwelling's and nutrient enrichment of surface
waters occurs.
• ‘Students should understand maximum sustainable yield (MSY) as
applied to fish stocks’.
1. Watch and comprehend the next slide.
2. Activity - Note the key points above, read page 239 and
Define sustainable yield (SY)
and maximum sustainable yield (MSY)

56
57
 Overfishing
Key points
• Developments in fishing equipment and changes to fishing methods
have led to reduced fish stocks and damage to habitats.
• Unsustainable exploitation of aquatic systems can be mitigated at a
variety of levels (international, national, local and individual)
through policy, legislation and changes in consumer behaviour.

3. A case study of overfishing

Take notes on ’The closure of the grand banks Newfoundland. Pg 242.
‘short video Grand Banks’ 242 . (end of the line video now hard to find).
Start at 7.50 then the cod example begins shortly after.

58
 Managing Fisheries
You must be aware of examples at International, National and
local/individual levels.
•We will use the EU strategies for International examples.
•New Zealand for National
•You! For individual.

Activity
1 – complete the worksheet Managing fisheries.
2. read a copy of the NZ national rules to fish. Take 2 examples from
these rules for how NZ manages fishing.
National level mitigation NZ recreational Fishing rules 2017
3. How can you as an individual level help to manage fisheries?
Research! Reading logos, buying selectively, etc
4. Read the article about By- catch in NZ. Complete the task on article.
59
 4.3 Managing Fisheries.
Activity.
1.Read page 242 of Davis and Nagle and summarise each of the first 3
paragraphs.

2. In Pairs - Look at table 4.13 of Davis and Nagle. Page 243

Select 5 strategies proposed by the EU to manage fisheries. This is an
example of International mitigation
Briefly describe the objectives of your selected strategies. Take notes

3. In Pairs - Go to page 241 from the marine text (copied). Select 2

more methods. Evaluate these 2 methods (eg advantages and
disadvantages). What level are these International/National or local?

60
 Managing Fisheries
National level Case study in New Zealand of by-
catches and a method to reduce it.
A national level mitigation strategy.

NZHerald article Sept 15 2020

In this folder.
Named Camera and By-catch article
Read and answer Q at the end.

61
 Managing fisheries worksheet
1.Read page 242 and table 4.13

Summarise each of the first 4 paragraphs page 242.

1.
2.
3.
4.

Select 5 strategies to manage fisheries in the EU table 4.13 pg 243 . Next to the name briefly state the objectives
Strategies Objectives
1.

Go to page 241 from the marine text. Select 2 more methods you haven’t covered. Repeat above

1.

2.
62
 The End of the Line Documentary
Watch this video and take notes on the Worksheet
The video covers many aspects of this course but we will focus on the
concept of Sustainability, natural capital and natural income at the
moment.
‘Discuss, with reference to a case study, the controversial harvesting of
a named species. Blue Fin Tuna –the notes on ‘End of the Line’

Video
63
 Topic 4.3 Aquatic food production systems
Key Points
• Harvesting some species, such as seals and whales, can be
controversial. Ethical issues arise over biorights,
biorights rights of
indigenous cultures and international conservation legislation.

Examine different points of view regarding harvesting of a

controversial species; for example, the historical Inuit tradition of
whaling versus modern international conventions. Norwegians,
Inuit and Japanese vs Western philosophy.
Read and take notes on the WORKSHEET NEXT SLIDE. Page 246

Video celebrities try to stop dolphin hunt in Japan.

Traditional dolphin hunting
Dolphin hunt in Japan
64
 The harvesting of controversial species.
Whaling Read page 246 and 246
Why are whales harvested?

What are biorights?

What are two of the contrasting viewpoints to hunting whales?

Name 2 groups with opposing viewpoints, briefly describe

their reasoning.

How do the Japanese hunt whales? Who are the Inuit?

Is it sustainable? What does indigenous mean?

Briefly describe their methods of harvesting whales.

Why is it so controversial?

Is this a sustainable method? Why ? Why not?

65
 Topic 4.3 Aquatic food production systems
Key points
1. Aquaculture has grown to provide additional food resources and support
economic development and is expected to continue to rise.

2. Issues around aquaculture include;

• loss of habitats
• pollution (with feed)
• antifouling agents (eg paint on boats to stop marine organisms growing)
• antibiotics and other medicines added to fish pens
• spread of diseases and escaped species (some involving genetically modified
organisms).

66
 Topic 4.3 Aquatic food production systems
Essay type Q. Should we try it? (use for PC1 )
Evaluate strategies that can be used to avoid unsustainable fishing.
This would be a 6mks exam question.

You should discus general strategies and include specific examples.

Read page 242 from Managing Fisheries and table 4.13 – Take notes
on strategies to manage fish in the EU. Includes Tuna and Cod

• Consider how two contrasting fisheries have been managed and relate to the
concept of sustainability; for example, cod fisheries in Newfoundland and Iceland.
Issues that should be covered include: improvements to boats, fishing gear (trawler
bags), and detection of fisheries and boats via satellites. Management aspects
should include; use of quotas, designation of marine protected areas (exclusion
zones), and restriction on types and size of fishing gear (including mesh size of
nets). 67
 • Discuss a case study that demonstrates the impact of aquaculture page 244-246.
Rice and fish farming in Thailand pg 245 this is an ecocentric and anthropocentric approach
Rice and fish farming Bangladesh 2020
Inputs outputs System Environmental impact
Case study Salmon

Characteristics (why?) Sustainable?

• Costs are high • Profits are high as Efficiency is high. • High impact!
• Bred salmon outputs are high per Breeding programs • Spread of diseases into wild stocks.
• High technological hectare. Expensive to set up • Wild salmon gene pool is affected
costs • Salmon escape and • Positive – Wild stocks are
• Antibiotics bred with wild species. Inputs also high. protected to some extent.
Native species can be affected when
• Steroids • Uneaten food and
they escape or pass on diseases.
• Fish pellets made of faeces. A net loss of protein in the global food
anchovies, sardines • Unused chemical supply as up to 5kgs of wild fish to
Case study Rice and Fish

waste into sea eg grow 1kg of commercial fish.

steroids. Less sustainable
Rice and fish eg carp, Higher rice yields • Efficiency is • Low impact if done
high
catfish Water for irrigation. • Inexpensive
the traditional way.
High labour intensity Higher income as • Dig small • No added pesticides
Example of intensive yields are higher. ponds, plant • Fish reduce pests and
farming. Protein for farmers. rice, add diseases in the rice
fingerlings,
Low level of plant fruit plants.
technology. trees and • More sustainable.
veges on the
banks.
• Discuss a case study that demonstrates the impact of aquaculture. 68
Contrasting fishing strategies – case studies
Example How it is managed Level of sustainability
1.

2.

Chose 2 but understand many methods

1.Wild Atlantic salmon page 244 of our text.
2.Atlantic Cod (pg242 and ‘end of Line’),
3. Bluefin tuna (pg 262 Marine Science text, Cambridge) ,
4.Vietnamese Shrimp (pg278 Marine text)
5.Salmon Hatcheries – extra case study pg 251 Marine text
6.Fish management pg 245 Marine text
7.Methods of protecting fish stocks pg241 Marine text
8.Sustainable fishing fleets in the North Sea – pg227 – 231 Marine text
69
 Topic 4.3 Aquatic food production systems
Explain the potential value of aquaculture for providing food for future
generations.
Global demands for food from aquatic environments are expected to increase in
future decades, because these foods will help to meet the needs and
preferences of a growing human population. Median projections suggest global
population growth of 2.4 billion, to over 9.7 billion, by 2050. Food demand is
expected to rise even faster than population growth, owing to the emergence of
a larger proportion of ‘middle-class’ people who have greater spending power
and typically consume more animal protein than people with lower incomes 
When looking at the increase in demand for food resources,
consideration should be given to changes in attitude towards
“health foods” and food fashions.
Be aware our ‘wants’ can be unsustainable and we should be aware of
the origins of our food and the impact of our choices.
70
 Topic 4.3 Aquatic food production systems

Explain the potential value of aquaculture for providing food for future
generations.
Global demands for food from aquatic environments are expected to increase in future decades,
because these foods will help to meet the needs and preferences of a growing human
population. Median projections suggest global population growth of 2.4 billion, to over 9.7
billion, by 2050. Food demand is expected to rise even faster than population growth, owing
to the emergence of a larger proportion of ‘middle-class’ people who have greater spending
power and typically consume more animal protein than people with lower incomes 
When looking at the increase in demand for food resources, consideration should be given to
changes in attitude towards “health foods” and food fashions.
Be aware our ‘wants’ can be unsustainable and we should be aware of the origins of our food and
the impact of our choices.

71
4.4 Water
Pollution
The last part of topic 4

72
 Topic 4.4 Water Pollution

Introduction/brainstorm What do we already know? Resources pages 248-251

Can you Define water pollution?

What are the main sources of water pollution?

How do we measure Water Quality?

73
 Topic 4.4 Water Pollution
Water pollution can you describe/define?
Where toxic chemicals, pH ,temperatures and biological
agents exceed what
exceed is naturally found in the water and
may pose a threat to human health and/or the
environment.
Sources of pollution?
Include run-off, sewage, industrial discharge, solid domestic
waste, transport, recreation and tourism, and energy
waste. Sources of marine pollution include rivers,
pipelines, atmosphere, oil spills, deliberate and accidental
discharges from ships, sewage from cruise ships,
aquaculture farms, power stations, and industry.
74
 Topic 4.4 Water Pollution
How do we test water quality ?
We can test directly with portable testing kits and
look for nitrogen, phosphates, chlorine, metals,
pH, dissolved oxygen and the Biochemical Oxygen
Demand BOD.

We can test directly (Chemical indicators)

And indirectly (Biological indicators) 249

75
 Topic 4.4 Water Pollution
Notes/activity
1. Read pages 248 -251
2. Define Water pollution. (Not clear in text 2 slides previously)
3. Water pollution is defined as the presence in groundwater of toxic
chemicals and biological agents that exceed what is naturally found
in the water and may pose a threat to human health and/or the
environment.
4. Name 9 sources of water pollution. Bottom 248.
5. Generally, How do we test for nitrate, phosphate, pH?
Table 251
6. What is the difference between direct and indirect
testing? Text – middle of page 250.
76
 BOD Biochemical oxygen demand (page 251)
•This test can indicate (indirectly) whether a body of water is
polluted with organic matter.
•The difference in the amount of oxygen between the 2
measurements indicates how much aerobic activity is occurring.
•IE the more oxygen used in the breaking down of this waste the
more polluted the water is. (bacteria feed on it and need oxygen)
Activity
1. Read this page (251).
2. Copy the above notes.
3. Write down the step by step method and be ready to explain why!
4. Get into groups of 3 and be ready to explain to another group one
aspect of BOD.

77
 The Biochemical Oxygen Demand
Show your understanding by answering the
following.
1.What does the BOD show?
2.How does the amount of Oxygen used relate to
levels of pollution?
3.Why is the sample kept in the dark?
4.Why is the sample sealed?
5.Is it an indirect or direct method of
measurement? Why?

78
Indicator Species and indirect measurements of water quality
Low levels of pollution
And high biodiversity High levels
Mayfly nymph
of pollution
Stonefly nymph low biodiversity

Blood worms

Adult Stonefly Adult Mayfly

Tubifex 79
 Biotic indexes

A biotic index indirectly measures pollution by

looking the impact on species within the
community according to their tolerance,
diversity, and relative abundance.

Eg - the Trent Biotic index

80
 Indicator Species and indirect measurements of
water quality
Read pages 252 -254.
Take notes on,
1.What is an indicator species? Top 254
2.Give an example of a river species you may find in
a river of very high water quality. 252
3.Give an example of a river species you may find in
a river of very low water quality. 252
4.What is the advantage of testing for indicator
species over direct methods? Bottom 252
81
 Biotic indexes
Read pages 254
Take notes on,
1.What is a biotic index in general?
2.What is the Trent Biotic Index?
Index
Use the words tolerance, biodiversity and relative
abundance to explain the function of the Trent
biotic index.
3. Give a brief description of how the data is
collected for the Trent biotic index.

82
 Eutrophication
Definition – Eutrophication refers to the nutrient enrichment of
waterways. It is caused by an excess of nitrates (and nitrites) and/or
phosphorus.
The main source of these nutrients is from the runoff of fertilizer used
……………in agriculture.

Algae and Cynobacteria thrive on these extra nutrients and grow

rapidly. These are called blooms.
This is where the toxins come from.

Eutrophication
video -3.47m

Picture- Diachi Lake China,

cause – untreated waste 83
 Eutrophication
Brief summary and overview you need to do some reading as well! 255 - 261
These blooms;
1.Cut off light to the submerged plants (macrophytes).
2.Slow the movements of water.
3.Can rot and produce toxins and very smelly fumes.
4.Build up of sediment can make the river/lake shallow.
5.Submerged plants die, reducing the amount of oxygen in the water.
6.The water is cloudy (increased turbidity).
7.Some types of cyanobacteria are very toxic. One species produces
cyanide.
8.Bacteria use up oxygen when they respire when eating the algae.
Human impacts include loss of tourism, recreation, fishing, illness
relating from toxins. Very expensive and difficult to clean.
Better to reduce the input than clean up after. 84
 EUROPEAN COMMISSION - PRESS RELEASE
EP supports ban of Phosphates in consumer detergents

Brussels, 14 December 2011: The European Commission

welcomes the adoption by the European Parliament of
the proposal to ban the use of phosphates and to limit
the content of other phosphorous containing compounds
in consumer laundry detergents as of 30 June 2013.
Similar restrictions will apply to automatic dishwasher
detergents for consumers as of 1 January 2017.
2017 When
excessively discharged into water, phosphates cause
algae to grow at the expense of other aquatic life.

85
 Eutrophication
Read page 255 - 258
1.Define eutrophication
2.What is the difference between Natural and Anthropogenic
Eutrophication? Describe. 256 257
Hint for natural eutrophication- succession
2. Where does excessive Nitrogen come from mostly?
1.Loss to farmers pg 259.
2.Why do farmers add NPK to fields? (be aware of NPK)
3.Describe 2 ways farmers can lose nitrogen and contribute to
eutrophication. 259

86
 Case study note you should know for eutrophication.
1.The Lake Erie experiment in the 1960’s suggested that in this case phosphorus
was the key nutrient involved in eutrophication.
eutrophication
A multibillion dollar phosphate control programme was soon instituted within
the St Lawrence Great Lakes Basin. Legislation to control phosphates in sewage,
and to remove phosphates from laundry detergents, was part of this
programme. It was expensive to change after the pollution was released.
multibillion dollar phosphate control programme
However, after banning the use of phosphates, the levels of Eutrophication had
decreased in North American lakes.

2. In England and Wales,

Wales over 35 per cent of the population derive their water
from the aquifers of lowland England and over 5 million people live in areas
where there are excessive nitrates in the water.
The cost of cleaning nitrate-rich groundwater is estimated at between £50
million and £300 million a year.
3. Diachi Lake ,China Untreated sewage Billions of dollars have been spent since
the 1980s in attempts to clean up the lake, but with no real success. Much of this
pollution was caused by untreated human waste.
87
 Water Pollution Management strategies
Introduction
Water pollution management strategies include:

Before pollution Altering human activity.

During pollution Regulating and reducing
pollutants at the point of emission.
After pollution Clean-up and restoration
restoratio of polluted
water.
Mitigation – defined as the action of reducing the
severity and seriousness of something.
88
 Water Pollution Management strategies
For Eutrophication
Read page 260 and extend these notes
1.Before Reducing human activities producing pollutants
(e.g. alternatives to current fertilizers and detergents).
2.During Reducing release of pollution into the
environment (e.g. treatment of wastewater to remove
nitrates and phosphates).
3. After Removing pollutants from the environment and
restoring ecosystems (e.g. removal of mud from eutrophic
lakes and reintroducing plant and fish species). Usually the
most expensive and time consuming. (eg Leso park, Haje).

89
 Eutrophication exam questions – short
Next slide
Practice a set of past exam questions both long
and short. You need to be able to answer fully
with correct terminology.

90
 Practice essay for Pollution Management

Try these Qs near the end of eutrophication, includes BOD.

On Mr. P’s USB.
2020 eutrophication BOD Questions
2020 eutrophication BOD Questions answrs

91
 Dead Zones
‘Dead zones in both oceans and fresh water can
occur when there is not enough oxygen to support
aquatic life’’.

1.Read the top of page 262 and summarise this

section. (what is removing the Oxygen?).
2.Where does it occur in the ocean? Can you give
examples?
3.Watch TED Talk the start explains Dead Zones
video.
4.Come back to Mr. P to discuss. 92
 The impacts of waste on the marine environment
Read page 262 - 264
1.Read
2.Where does most marine pollution come from?
3.Take notes under the sub headings of ;
a. Oil spills (add a little on the Deepwater horizon)
b. Radioactive waste link below

c. Plastic page 194 biozone activity

Great ocean patch - 3 min.

Great Ocean Garbage Patch clean-up video 5min

Fukushima dumping radioactive water into Pacific – reading link

93
 Summary Questions for 4.4
If time.
Reading and interpreting data from graphs and
diagrams.
Questions 3a,c,d about measuring pollution. page
266
Question 4 about eutrophication page 267.

94
Soils Next!

95