{"content":{"sharePage":{"page":0,"digests":[{"id":"5832400","dateCreated":"1222871106","smartDate":"Oct 1, 2008","userCreated":{"username":"youngkev","url":"https:\/\/www.wikispaces.com\/user\/view\/youngkev","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1221185805\/youngkev-lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/sshsscience10.wikispaces.com\/share\/view\/5832400"},"dateDigested":1531976932,"startDate":null,"sharedType":"discussion","title":"Section 3.3","description":"3.3
\nSoil and its Formation
\nLayers of soil
\n
\n1. Litter \u2013mostly decomposed leaves and grass
\n2. Topsoil \u2013small particles of rocks mixed with decaying plant and animal matter
\n3. Humus \u2013 is black topsoil which contains a rich supply of minerals and other nutrients that plants require to grow
\n4. Subsoil \u2013 a layer that usually contains more stones mixed with small amounts of organic matter
\n5. Bedrock \u2013 marks the end of the soil
\nWork:
\n1. Create a diagram to represent the layers of soil in your notes.
\n2. Where might you easily see the layers of soil in the real world?
\nFormation of soil
\nBedrock forms soil through the process of weathering, can you explain this process?
\nWater beneath the soil
\nTwo type of water
\n1. Surface water \u2013above ground
\n2. Ground water
\na. Water that seeps into the ground through a process called percolation. The larger the particles of soil the faster the rate of percolation. When the ground becomes saturated and cannot seep any further down, this is called the water table.
\nb. As the water seeps through the soil it dissolves nutrients and minerals. This is called leaching
\nSoil and pH
\nSoil can be acidic, neutral or basic (alkaline)
\npH can be determined by:
\n1. Composition of bed rock that is weathered
\n2. The chemical composition of the plants that grow in the soil
\n3. The chemical composition of the rain and snow (acid rain)
\nAcid deposition (acid rain) occurs when fossil fuels are burnt which causes sulfur dioxide to be released in the atmosphere. Sulfur dioxide reacts with water and causes acid rain \/ snow to fall to the ground. Acid rain \/ snow increases the weathering and leaching process which reduces the fertility of soil.
\nConsequences
\nCauses coniferous tree needles to turn yellow
\nMoses will do well in acidic soil
\n
\nWork:
\n1. Read section 3.3
\n2. Answer understanding concepts questions 2, 3, 4, 6","replyPages":[{"page":0,"digests":[],"more":0}]},{"id":"5804742","dateCreated":"1222786245","smartDate":"Sep 30, 2008","userCreated":{"username":"youngkev","url":"https:\/\/www.wikispaces.com\/user\/view\/youngkev","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1221185805\/youngkev-lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/sshsscience10.wikispaces.com\/share\/view\/5804742"},"dateDigested":1531976933,"startDate":null,"sharedType":"discussion","title":"Section 3.1","description":"Section 3.1
\nCanadian Biomes
\n
\nhttp:\/\/www.nationalgeographic.com\/wildworld<\/a>
\n
\nhttp:\/\/www.mb.ec.gc.ca\/nature\/ecosystems\/index.en.html<\/a>
\n
\nBiomes are areas with similar ecosystems.
\n
\nDefinition of a biome:
\n
\n- are areas that have distinctive climates and organisms
\n- are named according to their plant life
\n- plants that grow in an area determine what other organisims that can live there
\n- climate ( temperature, percipitation, humidity, and wind ) is the main determinant in determining type of plant life
\n- \u201climiting factor principle\u201d indicates that too much or too little of an abiotic factor can limit or prevent the growth of a population of species
\n
\nNeed to know or know how to find the following information about:
\n- where particular biomes are located
\n- what types of animals and plant species are unique to it
\n- what species adaptations allow these organisims to survive there
\n- what environmental issues are affecting this area
\n
\nCanada has four distinct Biomes
\n1. Tundra
\n2. Boreal
\n3. Temperate dediciuous
\n4. Grasslands
\n
\nOne of the main issues: Climate Change
\n
\nRead section 3.1 pages 88-93
\nComplete the cheat sheet to be used on the final test.
\nComplete the Understanding Concepts page 93 questions 1-9
\n
\nSection 3.1 cheat sheet; fill in the chart with as much information as you can find. This chart can be used on the end of unit test. http:\/\/www.nationalgeographic.com\/wildworld<\/a>
\n
\nLocation Climate Abiotic factors Unique Plants & animals (community) Plant adaptations Animal Adaptations Envir. Issues & events
\nTundra
\n
\nBoreal forest
\n
\nTemperate deciduous forest
\n
\nGrasslands
\n
\nYou will need to know of find the following for each:
\nA) Where it is located?
\nB) Type of climate and abiotic factors?
\nC) Unique plants and animals (community)?
\nD) Types of plant adaptations?
\nE) Types of Animal adaptations?
\nF) Environmental threats or issues?","replyPages":[{"page":0,"digests":[],"more":0}]},{"id":"5674404","dateCreated":"1222268076","smartDate":"Sep 24, 2008","userCreated":{"username":"youngkev","url":"https:\/\/www.wikispaces.com\/user\/view\/youngkev","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1221185805\/youngkev-lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/sshsscience10.wikispaces.com\/share\/view\/5674404"},"dateDigested":1531976933,"startDate":null,"sharedType":"discussion","title":"Section 2.10","description":"2.10
\nLimits on Populations
\n
\nRead the opening paragraph. Page 77
\nBiotic Potential \u2013 places limits on the ability to reproduce. Based on the following four factors:
\n1. Birth potential - number able to have
\n2. Capacity for survival \u2013 number to live and grow up
\n3. Procreation \u2013 number of times that a species can reproduce each year.
\n4. Length of reproductive life \u2013 the age of sexual maturity and the number of years the individual can reproduce.
\nLimiting Factors
\nAbiotic and biotic factors such as food water, territory and the presence of pollutants place restraints on populations of species.
\nFactors that cause a population to increase:
\n Abiotic Biotic
\n1.
\n2.
\n3.
\n4.
\n5.
\n Factors that cause a population to reduce :
\n Abiotic Biotic
\n1.
\n2.
\n3.
\n4.
\n5.
\nCarrying Capacity
\nCarrying capacity is the maximum number of individuals of a species that can be supported indefinitely by an ecosystem.
\nStability in population size occurs when ecosystems are in equilibrium.
\nThis is determined by the availability of resources.
\nWhat occurs to populations that exceed capacity?
\nAnswer is on page 78 last paragraph.
\nLimits of Tolerance
\n1. Law of minimum
\n2. Law of tolerance
\nDensity Dependant and Independent factors
\nIndependent factors affect population size regardless of the total numbers. Provide examples on your own:
\n1.
\n2.
\nDependent factors affect the population size because of the total numbers.
\n1.
\n2.
\nVideo from http:\/\/www.learner.org\/channel\/courses\/envsci\/index.html<\/a>
\nRead pages 77-80
\nUnderstanding concepts
\nPage 80 questions 1, 3, 4, 5","replyPages":[{"page":0,"digests":[],"more":0}]},{"id":"5671644","dateCreated":"1222263940","smartDate":"Sep 24, 2008","userCreated":{"username":"youngkev","url":"https:\/\/www.wikispaces.com\/user\/view\/youngkev","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1221185805\/youngkev-lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/sshsscience10.wikispaces.com\/share\/view\/5671644"},"dateDigested":1531976933,"startDate":null,"sharedType":"discussion","title":"Section 2.6","description":"2.6
\nThe Nitrogen Cycle
\nView the animated cycle in action:
\nhttp:\/\/www.mhhe.com\/biosci\/genbio\/tlw3\/eBridge\/Chp29\/animations\/ch29\/1_nitrogen_cycle.swf<\/a>
\nAn excellent explanation of the cycle:
\nhttp:\/\/www.enviroliteracy.org\/article.php\/479.html<\/a>
\nNitrogen is required for:
\n1. cells to make proteins
\n2. The synthesis of DNA
\nNitrogen makes up nearly 79% of the earths atmosphere
\nNitrogen gas is very stable and reacts only under limited conditions. A complicated process called nitrogen fixation which creates a useable form called nitrate NO3-.
\nNitrogen fixation occurs by:
\n1. Lightning causes nitrogen to react with oxygen and form nitrate which dissolves in rain and snow and falls to the ground.
\n2. Bacteria in the soil \u2013 Nitrogen fixing bacteria found in the soil and on the roots of clover, soybeans and other plants ensure an ample supply of nitrate for the producer level of the food chain and trophic level.
\nNitrogen and decomposers
\nAll organisms die \uf0e0 decomposers break the organic matter into ammonia NH3 \uf0e0 other bacteria convert NH3 into nitrites \uf0e0 other bacteria convert nitrites into nitrates \uf0e0 and the cycle continues as producers absorb the nitrates through their roots.
\n
\nDenitrification
\nCompletes the cycle and maintains the balance between soil and atmospheric nitrogen. Some Bacteria who do not need oxygen break Nitrate down into Nitrite AND THEN NITRITE INTO Nitrogen gas which is released into the atmosphere. This step keeps levels balanced.
\nUnderstanding Concepts page 69
\n1. Explain why the Nitrogen cycle is important to organisms.
\n2. How do animals obtain usable Nitrogen?
\n3. Nitrogen fixing bacteria are found in the roots of bean plants. Explain how the bacteria benefit the plant and how the plant benefits the bacteria.
\n4. Draw a diagram of the:
\na. Nitrogen cycle
\nb. Carbon cycle
\nThe Phosphorous Cycle
\nAnimation
\nhttp:\/\/highered.mcgraw-hill.com\/sites\/0072879351\/student_view0\/chapter10\/animations.html#<\/a>
\nExplanation and details:
\nhttp:\/\/www.enviroliteracy.org\/article.php\/480.html<\/a>
\nPhosphorous is a key element in:
\n1. Cell membranes
\n2. Molecules that help release energy
\n3. Making long molecules of DNA
\n4. Calcium phosphate in bones
\nPhosphorous is found in bed rock in the form of Phosphate ions.
\nPhosphates are soluble in water.
\nWhen dissolved they can be absorbed by photosynthetic organisms (producers)
\nPhosphates are used to make bones and shells
\nThe decaying shells in the ocean fall to the ocean floor and become sediment which eventually turns to rock and continues the Phosphorous cycle. It can take millions of years.
\nRead section 2.6, pages 66-69
\nUnderstanding concepts page 69
\nQuestions 1-12
\nHome Work assignment after completing these two lessons
\nCreate a collage form cutting out pictures from magazines and other documents to create a diagram that represents one of the cycles. The diagram should be complete and include all parts discussed in the notes and web sites.","replyPages":[{"page":0,"digests":[],"more":0}]},{"id":"5530308","dateCreated":"1221671567","smartDate":"Sep 17, 2008","userCreated":{"username":"youngkev","url":"https:\/\/www.wikispaces.com\/user\/view\/youngkev","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1221185805\/youngkev-lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/sshsscience10.wikispaces.com\/share\/view\/5530308"},"dateDigested":1531976933,"startDate":null,"sharedType":"discussion","title":"Section 2.5","description":"Review Answers page 51
\nUnderstanding Concepts
\n1-3 read sample answers from guide
\n2.5
\nThe Carbon Cycle
\nGame with interactive movement through the carbon cycle:
\nhttp:\/\/www.windows.ucar.edu\/earth\/climate\/carbon_cycle.html<\/a>
\nExcellent explanation and activity for the carbon cycle:
\n1. http:\/\/www.ucar.edu\/learn\/1_4_2_15t.htm#assessment<\/a>
\n2. http:\/\/www.enviroliteracy.org\/article.php\/478.html<\/a>
\nCarbon Cycle is the key element for living things.
\nEach year about 50 \u2013 70 billion tones of carbon from inorganic carbon dioxide are recycled through the process of PHOTOSYNTHESIS
\nReactant Producers
\n6CO2 + 6H2O + Sun Light \uf0e0 C6H12O6 + 6O2
\nCarbon Dioxide + water + Light Energy\uf0e0 Sugar (glucose) + oxygen
\nSome of the organic carbon that is created is released back into the environment through the process of RESPIRATION
\nReactant Producer
\nC6H12O6 + 6O2 \uf0e0 6CO2 + 6H2O
\nSugar (glucose) + oxygen \uf0e0 Carbon Dioxide + water
\nReservoirs for inorganic Carbon time in years stored
\n1. Atmosphere 3
\n2. Soil 25-30
\n3. Oceans 1500
\nReservoirs for Organic Carbon - Stored in the bodies of all living things
\nHuman are changing the Carbon Cycle by
\n1. Releasing organic reservoirs faster than would normally occur in nature by:
\na. burning forests
\nb. mining
\nc. burning fossil fuels
\n2. Increasing the amount of carbon dioxide in the inorganic reservoir by:
\na. Clearing vegetation, for farm land, urban sprawl, development, wood supply\u2026
\nHome work:
\nComplete Understanding Concepts 1-5 page 65 in the text.","replyPages":[{"page":0,"digests":[],"more":0}]},{"id":"5502452","dateCreated":"1221575540","smartDate":"Sep 16, 2008","userCreated":{"username":"youngkev","url":"https:\/\/www.wikispaces.com\/user\/view\/youngkev","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1221185805\/youngkev-lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/sshsscience10.wikispaces.com\/share\/view\/5502452"},"dateDigested":1531976933,"startDate":null,"sharedType":"discussion","title":"Setion 2.1","description":"Beginning today all notes from class require:
\n1. Date
\n2. Topic
\na. Section #
\nb. Title
\n3. Point form outline of notes and discussion
\nVideo for review sections 1.1 \u2013 1.12 http:\/\/video.nbed.nb.ca<\/a> High School Geography section \u201cInside Out\u201d
\nPass out understanding concepts sample answers.
\n2.1
\nCycling of Matter in Ecosystems
\nhttp:\/\/www.globalchange.umich.edu\/globalchange1\/current\/lectures\/kling\/ecosystem\/ecosystem.html<\/a> a great site to increase your knowledge and supplement the class.
\n1. Matter: anything that has mass and takes up space
\n2. Molecules\/molecular compounds: a compound formed by the combination of two or more atoms held together with covalent bounds
\n3. Organic Substances:
\na. Always contain carbon and hydrogen atoms and often contain oxygen and nitrogen atoms.
\nb. Proteins, sugars and fats are the important chemicals that make up your body. They are all organic substances.
\n4. Inorganic Substances:
\na. Matter that does not contain carbon and hydrogen atoms such as
\ni. carbon dioxide
\nii. water
\niii. ammonia
\n5. Limits on Matter
\na. The materials used in making the bodies of living organisms are limited to the atoms and molecules that make up the earth.
\nb. There for to maintain life on earth matter must be recycled.
\n6. Cycling of matter
\na. Every carbon atom has and will continue to be recycled through the environment.
\nb. Possibly some where in your body there are carbon atoms that were once found in a dinosaur.
\n7. Process of cycling
\na. Digestion takes complex organic molecules and breaks them down into simple molecules.
\nb. Decay and decomposition breaks down organic matter (dead and plants, animals and feces) into small inorganic molecules.
\ni. Bacteria
\nii. Bracket fungi
\niii. Mould
\n8. Homework Understanding Concepts page 51,
\ni. Explain the difference between organic and inorganic chemicals
\nii. Give some examples
\niii. Use a diagram to show the different ways that a carbon molecule that was once in a cell in a blade of grass could become part in a cell in you.
\niv. In a few paragraphs explain the diagram figure 4
\nInput Energy \uf0e0 Ecosystem\/Matter Cycles \uf0e0Energy Lost (Thermal Energy)","replyPages":[{"page":0,"digests":[],"more":0}]},{"id":"5452090","dateCreated":"1221270692","smartDate":"Sep 12, 2008","userCreated":{"username":"youngkev","url":"https:\/\/www.wikispaces.com\/user\/view\/youngkev","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1221185805\/youngkev-lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/sshsscience10.wikispaces.com\/share\/view\/5452090"},"dateDigested":1531976933,"startDate":null,"sharedType":"discussion","title":"1.12 Miss Peters","description":"1.12 Roles in Ecosystems
\nEcological niche-the place or role of a species within an ecosystem; everything an organism does to survive and reproduce, including its place in the food web, it\u2019s habitat, it\u2019s breeding area, and the time of day that it is most active
\nEach species in an ecosystem usually have a different niche which helps reduce competition between species for the same territory and resources.
\nExample: Hawks and Owls
\nRed-tailed hawk
\n
\n
\nScreech Owl
\n
\nThey feed on a lot of the same organisms but have different ecological niches.
\n1) A)Owl is built with its short broad wings to hunt the prey within forests
\nB)Owls are active during dusk and night
\nC)Owls eyes are poor with colors but excellent with detecting motion even at night.
\nD)Owls nest in the deep cover of trees
\n2) A)Hawks with their long wing are great at hunting above grasslands and open fields.
\nB)Hawks hunt by daylight.
\nC)Hawks eyes are excellent at detecting changes in color patterns so they can see rodents that are hiding b\/c of camouflage
\nD)Hawks nest near the tops of the taller trees of a forest overlooking grassland.
\nCompetition Niches
\nWhen a new species enters an ecosystem, it cause a disturbance because it will come into competition for a niche with one or more of the species already in that ecosystem.
\nExotic species-not native to that ecosystem and can happen naturally. Ex. Plant seed can be carried by the wind or animals or a new route is opened up ( north and south America come together-5 million years ago ie. opossum)
\n
\nHumans and Exotic Species
\n\u201cKiller Bees\u201d were introduced to the U.S. in 1957 because the honey producers believed that their aggressiveness would increase production which it did but they also displaced native species and led to an overall decline in honey production.
\n
\n
\nZebra Mussel: pg42-44 Read Through","replyPages":[{"page":0,"digests":[],"more":0}]},{"id":"5433602","dateCreated":"1221182388","smartDate":"Sep 11, 2008","userCreated":{"username":"youngkev","url":"https:\/\/www.wikispaces.com\/user\/view\/youngkev","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1221185805\/youngkev-lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/sshsscience10.wikispaces.com\/share\/view\/5433602"},"dateDigested":1531976933,"startDate":null,"sharedType":"discussion","title":"Section 1.12","description":"1.12
\nRoles in ecosystems
\nReview:
\nChoose one of the following and create a pyramid:
\na. Biomass for a local forest
\nb. Energy for a local forest
\nc. Numbers for a local forest
\nNotes:
\nEcological Niche \u2013 includes everything it does to survive and reproduce. Each organism tends to have its own niche \/ role to play with in an ecosystem.
\nCompetition occurs when two species have a similar niche.
\nHawks Owls
\nFood
\nShelter
\nDifferences
\nOther examples of competitions:
\nWarbler http:\/\/video.google.ca\/videosearch?q=warbler&hl=en&emb=0&aq=f#q=warbler&hl=en&emb=0&aq=f&start=10<\/a>
\nAre small birds found though out the Atlantic coast. There are a number of different types that share similar niches but reduce competition by using different levels of the canopy in the forest.
\nExotic species \u2013 Humans often by accident or on purpose introduce foreign species in local ecosystems
\nBy accident
\n1. Travel
\n2. Visiting ships
\n3. Planes
\n4. Cars
\nOn purpose
\n1. To produce better crops
\n2. To control other species
\n3. Exotic plants for homes and landscaping
\n4. For gaming purposes
\nRead about the Killer Bees and the Zeabra muscles
\n1. Where were they introduced?
\n2. Why
\n3. What happened to the ecosystems?
\n4. Find two local examples of introduced species.","replyPages":[{"page":0,"digests":[],"more":0}]},{"id":"5433474","dateCreated":"1221182131","smartDate":"Sep 11, 2008","userCreated":{"username":"youngkev","url":"https:\/\/www.wikispaces.com\/user\/view\/youngkev","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1221185805\/youngkev-lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/sshsscience10.wikispaces.com\/share\/view\/5433474"},"dateDigested":1531976934,"startDate":null,"sharedType":"discussion","title":"Section 1.11","description":"1.11
\nFollowing Energy Movement in Ecosystems
\nReview work math the following terms with the correct definition
\n
\n1. Albedo
\n2. Biodiversity
\n3. Biotic
\n4. Carnivore
\n5. Detritus
\n6. Ecology
\n7. Food web
\n8. Habitat
\n9. Niche
\n10. Pest
\n11. Population
\n12. Producer
\n13. Secondary consumer
\n14. Trophic level
\n15. Vulnerable
\n
\na. Amount of different species in an ecosystem
\nb. Living factors
\nc. Consumes only other primary and secondary consumers
\nd. Role with in an ecosystem
\ne. Levels with in an ecosystem
\nf. Shelter, food and home with in an ecosystem
\ng. An example of all interactions and species found with in an ecosystem
\nh. At risk
\ni. Waste from plants and animals
\nj. Creates all sources of food
\nk. Consumes primary consumers
\nl. Organisms considered to be problematic
\nm. Group of individuals
\nn. Study of interactions in an environment
\no. Reflection of light
\n
\n
\n
\n
\nNotes:
\nTrophic levels \u2013 Create a pyramid diagram in your note books
\nSunlight
\nProducers
\nPrimary consumers
\nSecondary consumers
\nTertiary consumers
\nTHE EYES HAVE IT: Cut a picture of an animal or organism and then cut out the eye. Create clues that tell you what the animal is. Use clues that relate to this class; trophic level, place in food chain, interactions with other species, habitat and niche.) Home work.
\nAutotrophs absorb solar energy from the sun and transform it into chemical energy. Some energy is used or consumed by this process and some is stored as starch and carbohydrates, (sugars and glucose)
\nLaws of Thermodynamics
\n1. Although energy can be transformed for one form to another it can never be destroyed.
\n2. During any energy transformation, some energy is converted into a form, mostly heat that cannot be used.
\n3. There are limits on energy transfers and the number of trophic levels. The amount of energy in a system can never equal zero and input equals output
\nEcological pyramids and the limits of energy transfer and the number of trophic levels:
\n1. Pyramid of Energy - can help determine how many species can be supported for each trophic level. Each level requires a certain amount of energy to live, grow, reproduce, create shelter\u2026 life process. Only so much energy is available and passed on from one level to the next.
\n
\n2. Pyramid of Numbers
\na. Is created by counting the number of organisms at each trohpic level in an ecosystem.
\n
\nb. Some times exceptions occur, such as when one maple tree can support thousands of sap sucking aphids. What would the pyramid look like then
\n3. Pyramid of Biomass - Biomass is the weight of previously living matter after the water content has been removed by drying. Each trophic level would have certain amounts of biomass. The amount of biomass decreases with each higher trophic level. Biomass represents the \u201camount of organic material\u201d in each trophic level.
\n
\n
\nThe energy budget:
\nProducers need to continually restore energy levels in food chains.
\nPrimary consumers have access to the most energy.
\nHuman have a huge impact on food energy demands in the world. This demand has increased by increasing life spans which is a result of:
\n1. Increasing and improving food supply
\n2. Increasing and improving health care
\n
\nThese two facts have increased human population and demands on the environment. The demands are accelerating with the continued growth of the human population to the point that ecosystems are at risk of collapsing.
\nHistorical changes that have brought these increased demands:
\nHunter gathers \uf0e0 Agriculture Revolution \uf0e0 Industrial Revolution.
\nThis cultural shift allowed easier access to food and increased demands on energy which created population growth.
\nIncreasing populations place greater demands on ecosystems.
\n
\nRead and be able to answer the Understanding Concepts page 39.","replyPages":[{"page":0,"digests":[],"more":0}]},{"id":"5433402","dateCreated":"1221181977","smartDate":"Sep 11, 2008","userCreated":{"username":"youngkev","url":"https:\/\/www.wikispaces.com\/user\/view\/youngkev","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1221185805\/youngkev-lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/sshsscience10.wikispaces.com\/share\/view\/5433402"},"dateDigested":1531976934,"startDate":null,"sharedType":"discussion","title":"Section 1.10","description":"1.10
\nEnergy in ecosystems
\nReview work to begin class:
\nHabitat Pond Ecotone Field
\nOrganisms Present algae
\naquatic plants
\ncrayfish
\ndragonflies
\ndragonfly nymphs
\nduck
\nminnows
\nmosquito larvae
\ntadpoles
\nzooplankton
\n aquatic plants
\nbutterflies
\ncattails
\ndragonflies
\nducks
\nearthworms
\nfrogs
\ngrasses
\nhawks
\nmice
\nsnails Butterflies
\ngrasses
\nlarks
\nmice
\nraccoons
\ntoads
\nvoles
\n
\nUse the information from the chart to construct a three-dimensional model (food web and chain) or pyramid with names and diagrams. Use all of the above the terms.
\nFind page numbers for the remaining Vocabulary terms
\n1. Heterotroph
\n2. Niche
\n3. Omnivore
\n4. Pest
\n5. Photosynthesis
\n6. Population
\n7. Primary consumer
\n8. Producer
\n9. Secondary consumer
\n10. Thermodynamics; 1st and 2nd Law
\n11. Threatened
\n12. Trophic level
\n13. Vulnerable
\n
\n
\n
\n
\n
\nExample answer for food web
\n
\nNotes:
\nAll energy for all ecosystems is the sun.
\n1. Provides energy for photosynthesis, plants to maintain their lives and create food for all living organisms. Energy for all producers in food chains.
\nConverts solar energy to chemical energy and stores it in the form of carbohydrates.
\n
\nCarbon dioxide + water + sunlight = sugar + oxygen
\n
\n
\n2. Energy and warmth to evaporate water form oceans to create weather patterns, rain and snow
\nhttp:\/\/www.nhc.noaa.gov\/<\/a>
\n
\n
\n
\nSunlight
\n1. Harmful high energy cosmic, gamma rays, X-rays and UV rays are reflected or absorbed by chemicals in the atmosphere.
\n2. Percentage reflected by clouds
\n3. Heats earths surface
\n4. Small percentage generates wind
\n5. Extremely small percentage used for Photosynthesis
\n6. Most is sent back to atmosphere in form of heat and radiation
\nCreate your own chart or pie graph that represents the distribution of sunlight that penetrates the atmosphere.
\nAlbedo effect is related to how much sunlight is reflected or absorbed. It is the measurement of the percentage of light that an object reflects.
\nHigh albedo - Snow, sand deforested areas - high reflection, little absorption
\nLow albedo - forests, crops, water - low reflection, greater absorption
\n
\nBe able to answer the Understanding Concepts page 33","replyPages":[{"page":0,"digests":[],"more":0}]}],"more":true},"comments":[]},"http":{"code":200,"status":"OK"},"redirectUrl":null,"javascript":null,"notices":{"warning":[],"error":[],"info":[],"success":[]}}