Bio 9A/9D: Wednesday, 5.18.11 Title: Nutrient Cycles

Homework:None

Silent Do Now: (in NB w/ title & date) What are nutrients? Name one nutrient from the reading last night

and explain why it’s important! Today’s Objectives:

Explain why nitrogen and phosphorus are limiting nutrients

Explain how nutrient loading can negatively affect an ecosystem

ECOLOGY: NUTRIENT CYCLES

PHA Biology: 2009

Moretti/ Dickson

Nutrients(This is REVIEW so writing it is optional)

The body’s chemical “Building Blocks” Made of CHNOPS and a few other

elements Uses:

build tissues essential body functions (think: carbs, proteins, nucleic acids)

Cycle between organisms and environment

Nitrogen Cycle

N is important for building amino acids Used for making proteins

Most N is in an un-usable form in the atmosphere

Only bacteria can get N into the soil/food web.

Decomposers return N from living things to the soil.

Phosphorous Cycle

P is important for making DNA, RNA, ATP, ADP

Most P is stuck in rocks

Erosion/dissolving in water makes P available for plants

Then P moves through food web (plants animals decomposers)

Limiting Nutrient:

A nutrient that is scarce (there’s not much available)

This limits growth of producers

Nitrogen (N), Phosphorus (P), and Potassium (K) are naturally limited because they…

move slowly through the environmentinvolve many transformations to make them usable by living things

Nutrient Loading:

Humans add more nutrients to an ecosystem by… Chemical Fertilizers

Add extra nutrients to make plants grow faster From farms, lawns, parks

Animal & Human Waste: Full of Phosphorus and Nitrogen From dog poop, agricultural waste

(cow/pig/chicken poop), and overflowing sewers (human waste)

These things get carried by run-off into rivers, lakes, and oceans.

http://www.hoorwa.org/index_images/cows3edited.jpg

http://farm1.static.flickr.com/106/305293863_50e6a517ef.jpg?v=0

Nutrient Loading: What’s the problem?

When limiting nutrients become unlimited some plants (algae) grow out of control!

Shade other producers below the surface (underwater plants die b/c no sun)

Bacteria eat the dead plants bacteria grows out of control

Bacteria use all the oxygen in the water = Oxygen Depletion Kills Fish and Other Organisms

9D – Special seats just for today

Celeste DavnysDyaniJoas

MarceloCourtneyCarlheb Warren Kayla

OwenHannah

SamanthaNekeylaNicholas

LorrenoTrae Rayoni

Loveng JacksonMiguel

Bio 9A/9D: Thursday, 5.19.11 Title: Nutrients in the Watershed Game!

Homework:None. Do an awesome job at exhibition night tonight!We DO STILL have MCAS Prep class after school.

Silent Do Now – NOT in your notebook! Get a “Nutrients in your Watershed” packet Silently read the first 2 paragraphs In the margin next to each paragraph, write a 1-

sentence summary (one per paragraph) of the important points

Today’s Objectives: Explain how nutrient loading can negatively affect an ecosystem Identify at least 3 different ways that humans contribute to

nutrient loading, and at least 1 change in human behavior that could reduce this!

Game: Nutrients in Your Watershed!

Background Info – Read it on the packet Rules of the game

3-4 players For each player’s turn:

Draw a card and read it aloud Record N and P gain/loss and nutrient total Record Effects on River Ecosystem

Play for 10 rounds After the game is over: ANSWER THE

ANALYSIS Q’S

Bio 9A/9D: Friday, 5.20.11Title: Pollutants in Urban Run-off

Homework: If you don’t finish in class, you must finish: Back of Urban Run-Off worksheet (2 questions) Nutrient Game Analysis Questions (from

yesterday) Silent Do Now:

1. Get a “Polluted Urban Run-Off” Article2. Read the first 5 paragraphs (stop at

“Sediment”)3. In your notebook:

How would you define “urban run-off”? What are some of the pollutants in urban run-off?

Today’s Objectives and Agenda

Today’s Objectives: Identify how sediments, bacteria, pesticides, and toxins

enter waterways and why each one is harmful Explain 2 ways that YOU can help improve water quality in

your city Practice explaining scientific ideas in writing (this is good

prep for MCAS open response) Today’s Agenda:

Article – Read and analyze 6 types of pollutants (30 minutes) We’ll do the first one together Then do the rest on your own

Article – Small-group discussion (15 minutes) Pollution Video & Notes/Discussion (20 minutes) Writing Assignment (20 minutes)

Article: Urban Run-Off

Step 1: Read silently on your own and fill in the chart If there are things you can’t find, leave them

blank OR make an inference (but don’t give up too quickly!)

Be as specific as possible! Step 2: In your small group – check your

answers! Each person shares out on one pollutant Other group members clarify if they got

different info Go around until you’ve discussed each

pollutant

Pollution Video

Write down these questions to answer during the video:

What is point source pollution?

What is nonpoint source pollution?

What are some examples of non-point source pollution?

Nonpoint Source Pollution: http://www.youtube.com/watch?v=cACFw8lzkPI&feature=related

Sources of Water Pollution Point Source Pollution

From a direct source Sewage Treatment Plant Factory Storm water discharge pipe

Non-Point Source Pollution From a widespread, non-specific

source, carried by air or run-off Fertilizers Animal Wastes Car exhausts

80 percent of ocean pollution comes from land-based sources*

We ALL play a role in Non-Point Pollution

http://www.waterencyclopedia.com/images/wsci_03_img0431.jpg

http://www.eriewatershed.org/wp/wp-content/uploads/2007/11/parking-lot-dedication-1-orig.jpg

http://i7.photobucket.com/albums/y289/tecknopuppy/pollution_steel_factory.jpg

*http://www.yoto98.noaa.gov/facts/pollut.htm

http://www.hoorwa.org/index_images/cows3edited.jpg

http://farm1.static.flickr.com/106/305293863_50e6a517ef.jpg?v=0

Chemical Pollution Numbers:

More than 70,000 commercial and industrial compounds are now in use

An estimated 1,000 new chemicals are introduced each year (most of these are not adequately tested)

Pathways Through Environment Point Source Discharge from Factories/ Industries: Water

or Airborne Nonpoint Runoff: Urban Centers and Farms Nonpoint Airborne: Autos, aerosols, burning, dust

particulate, etc. Airborne brought down through Deposition Poor Disposal/ Leach from Landfills into Groundwater

http://www.on.ec.gc.ca/community/classroom/c2-foodweb-e.html

Silent Writing Time (finish for HW) Complete the writing assignment on the

back of the Urban Run-Off Worksheet Then go back and finish yesterday’s

analysis questions if you didn’t already Finish both of these for HW

Erick

Devin

VictorEmiliano

Naidaliz

Beverly

Bryan

Kenny

Lorena

Jesse

Daysia

Alerte

Hajar

Nathy

Olivia

Cassandra

Joshua

LilaJavierJoelle Imani Martely

9A – Seats for Today

Amrita

Yamile

Lennin

Bio 9A/9D: Monday, 5.23.11Title: BioAccumulation

Homework:None

Silent Do Now: (in NB w/ title and date)What is a food chain or food web?Within a food chain, what is a producer?(We haven’t studied this yet – just write what you think)

When finished, look in your folder for… Urban Run-Off Assignment from Friday (chart and paragraphs) Nutrients in the Watershed Game – Analysis Questions

Get ready to pass these forward if you didn’t hand them in last week.

Today’s Objective: Simulate the feeding relationships in an aquatic food

chain

Today’s Agenda

Bio-Accumulation and Food Chain Simulation Assign roles Explain rules

No running! Boundaries = desks. No going under, over, or

around them. Zooplankton and fish can’t make noise! Stay

SILENT as you search for food and try to evade capture.

Play the game Analyze the data

Bio 9A/9D: Tuesday, 5.24.11Title: BioAccumulation, Food Webs, and Energy Pyramids

Homework:Finish the BioAccumulation Packet

Silent Do Now: (NOT in your notebook) Take out the BioAccumulation packet from yesterday. Turn to page 2 and silently complete ALL of the

questions on this page. I will give you back your scorecard so that you have

all the info from yesterday. Today’s Objectives:

Explain the 10% rule of energy transfer Draw and interpret a food web Define and explain bioaccumulation in food webs

D3/*$Bwc

Energy Pyramids & Trophic Levels(Write these notes on your packet)

Producers

Secondary ConsumersPrimary Consumers

Tertiary Consumers

Top Carnivore

Energy from the SUN

The 10% Rule:Only 10% of the energy in one trophic level gets passed up to the next level!

Trophic Levels = Energy Levels in the Pyramid

If there’s 100,000 Calories of Energy in the Phytoplankton, how much will the Zooplankton get?

Bioaccumulation/ Biomagnification: The build-up of toxins in an

organisms tissues Higher concentrations in

organisms than in surrounding ecosystem

Tend to accumulate most in higher-level consumers. Become toxic at certain concentrations Examples:

Metals: mercury, lead, & cadmium PCBS Pesticides: DDT

Chemical Pollution: Effects on Ecosystems

Chemical EquationsCell Respiration:

Photosynthesis:

CompareReactants

• Reactants both contain CARBON• Reactants of C.R. are the products of Photo.

CompareCatalysts

Both enzymes

C.R. = mitochondria

Photo = light and chloroplasts

CompareProducts

• Products both contain CARBON• Products of C.R. are the reactants of Photo.

Glucose + Oxygen

Carbon Dioxide + Water + ATP + HeatC6H12O6 + 6 O2

6 CO2 + 6 H2O

Glucose + Oxygen

Carbon Dioxide + Water + Light C6H12O6 + 6 O2 6 CO2 + 6 H2O

mitochondria enzymes

light + chloroplast enzymes

The Carbon Cycle

Study the diagram Use it to answer the questions in your notebook!

Bio 9D: Thursday, 5.26.11Title: MCAS Review Day

Homework: Finish any work from yesterday

Silent Do Now: (in your head – don’t need to write) Which do you think will be most challenging

for you on next week’s MCAS exam? Biochemistry (carbs, lipids, proteins, etc.) Cells (organelles, eukaryotes vs. prokaryotes,

etc.) Long multiple choice questions with graphs,

diagrams, too many words Open response questions

Go to phascience.wordpress.com Find “Biology 9 MCAS Prep – Review

Materials” Scroll down to choose the review activity

that’s best for you If you finish one, go on to the next. You should have evidence in your

notebook of completing at least two of these review assignments (write the answers in your notebook)

Check answers when done

Bio 9D: Friday, 5.27.11Title: Carbon Cycle and Climate Change

Homework: Email me (adickson@prospecthillacademy.org) with your

top 3 choices for your pollution poster topic Do some MCAS review – use the blog!

Silent Do Now: (Refer to your Carbon Cycle worksheet) What is the equation for photosynthesis? How does photosynthesis relate to the carbon cycle? How does cell respiration relate to the carbon cycle? What questions do you have about the Carbon Cycle worksheet? Take out your HW from Wed. (multiple choice questions) to hand

in Today’s Objectives:

Explain how humans are adversely affecting the carbon cycle to bring about global climatic change.

Identify ways that humans can help slow climate change.

Chemical EquationsCell Respiration:

Photosynthesis:

CompareReactants

The reactants of one are the products of the other.

Both contain hydrogen, oxygen, carbon.

Photo. Uses energy as a reactant and C.R. doesn’t

CompareCatalysts

Both use enzymes that are in organelles (mitochondria and chloroplasts)

CompareProducts

The products of one are the reactants of the other.

Both contain oxygen, carbon, and hydrogen.

C.R. releases energy and photo. Does not.

Glucose + Oxygen

Carbon Dioxide + Water + ATP + HeatC6H12O6 + 6 O2

6 CO2 + 6 H2O

Glucose + Oxygen

Carbon Dioxide + Water + Light C6H12O6 + 6 O2 6 CO2 + 6 H2O

mitochondria enzymes

light + chloroplast enzymes

Carbon Cycle Review

Turn to the questions you answered about this diagram…

Carbon Cycle (Review/Notes)

Carbon is… Found in ALL life forms. ALL

life is Carbon-Based! Absorbed by photosynthesis Stored (sink):

Plant Tissue (forests…) Dead organisms turn to

fossil fuels (coal, oil, …) Released by living things:

Respiration Decomposition

Released by non-living things: Volcanoes Erosion

Released by human activities): Burn Fossil Fuels (cars,

factories) and Deforestation

How Does Carbon Dioxide Affect the Climate? The Greenhouse Effect

Earth

CO2 and other greenhouse gases in atmosphere

Heat from sun – some trapped, some released

Earth – warming up.

Thicker layer of CO2 and other greenhouse gases

Heat from sun – more trapped, less released

Climate Change Videos

“Al Gore warns of latest climate trends” from TED.com: http://www.ted.com/index.php/talks/al_gore_warns_on_latest_climate_trends.html

(stop at Joe Camel)

“Al Gore’s new thinking on the climate crisis” from TED.com (begin 5 minutes in): http://www.ted.com/talks/al_gore_s_new_thinking_on_the_climate_crisis.html

Note: You can find more of the videos at www.ted.com

- Distribute Overview and Rubric- Read an Article and Use it to Model the Poster

- Compare and Contrast Poster Examples

Introduce Pollution Poster Project

Pollution Poster PracticeStonyfield Farm ArticleActively read and look for… Pollutant?

Pathway

Effects of Pollutant?

Strategy?

Highgate, Vermont

Pollution Issue Analysis:Stonyfield Farm Pollutant?

Methane Gas Pathway?

Comes from cow farts!Released into atmosphere

Effects of Pollutant?Traps heat inside the atmosphere (greenhouse

effect)This contributes to global warming

Strategy?Feed cows grass instead of corn & soy this

makes them fart less methane! Unforeseen Benefits?

Cows are happier & healthier b/c grass is their natural diet

MCAS AnswersMCAS Review Questions Question Correct Answers

1 D 2 D 3 B 4 D 5 A 6 C 7 D 8 A 9 C

10 C 11 C 12 B 13 B 14 B 15 B 16 B 17 B 18 D 19 D

Bio 9A/9D: Tuesday, 5.31.11Title: Last MCAS Review Day!

Homework: Get a good night’s sleep for tomorrow’s

MCAS TestTomorrow morning: Bagels for breakfast, 4th

floor @ 7:40 Silent Do Now:

Get an MCAS Review Packet Work on it silently for 10 minutes – you will then

have time to consult with partner, so just fill in what you can for now.

Today’s Objectives: Review important vocabulary words for tomorrow’s MCAS

Bio 9A/9D: Tuesday, 5.31.11Title: Last MCAS Review Day!

Take 15 more minutes to complete as much as the packet as you can with your small group

Use your notes if no one in your group can remember

We will then review as a class

Bio 9A/9D: Wednesday, 6.1.11Title: Pollution Project Planning (Day 1)

Homework: Get a good night’s sleep for the second day of

MCAS TestingWe have some extra breakfast so there will be

some but maybe not a lot – eat beforehand just in case.

Silent Do Now: (in NB with title and date)1. How was this morning’s test? What felt easy?

What was hard? What made you think?2. On the next slide: Evaluate the 5 example

posters. Which is most effective? Why? Today’s Objective:

Gather notes/information on your pollutant

Compare/ Contrast Poster Ideas

Pollution Poster PlanningSet up the following template in your notebook.Fill it in using notes, articles read in class, and/or

textbook.See the Pollution Poster Rubric for more details! Pollutant: ___________________________________ Source:

Pathway:

Effects of Pollutant:

Why it has this effect:

Strategy for change:

Why it would work:

Poster Topics Assignments1.The effects of deforestation on the water cycle -

Fatima2.Nutrient pollution from fertilizers (be specific to

Nitrogen and Phosphorus) - Poppy3.The effects of large-scale forest fires - Nicole 4.Prescription drugs/ Antibiotics in the environment

(not directly covered in class) - Klara5.Pesticides in the environment - Aaron6.Urban Run Off – Brian (littering)7.Leaking discharge of oil and other fluids from

automobiles - Kimberly8.Pollution from other metals (not lead) in the sediment

- Mario9.Oil spill from offshore drilling –

1. Sara – effects on food webs2.Gabe – effects on dissolved oxygen

10.Lead Pollution in the environment - Keith11.Zinc Pollution in the environment – Karen12.Acidity in waterways – J.J.13.Plastics in the environment - Dimitri

More Topic Assignments:1. Nutrient pollution from pet/animal feces (be specific to

Nitrogen and Phosphorus) - Jasmin

2. Carbon Dioxide in the atmosphere

1. Ashley – forest fires effects on atmospheric CO2

2. Esther – deforestation’s effects on atmospheric CO2

3. Andrea – cars’ effects on atmospheric CO2

4. Amando – coal-burning power plants

3. PCBs Pollution in the environment – Helen

4. PAHs Pollution in the environment - Talia

5. Mercury Pollution in the environment - Paul

6. Poisonous/ deadly bacteria in the environment - Ilyanna

7. Effects of limited dissolved oxygen on fish - Marpha

8. Sewer discharge from storm water overflow (Note: you must identify the type of pollutant you plan to highlight when signing up. We will accept up to 2 different proposals for this.) – Adaiah; Nelson