...ABSTRACT The ecosystem is an ecological system formed by the relationship reciprocity is inseparable between living things and their environment. Aquatic ecosystems lab course pooled aims to acknowledge and study of the characteristics of the aquatic ecosystem is pooled. This lab course held on Sunday, 29 August 2010 in Situ Gede region Quadrant II at station 6. Methods undertaken in this lab course is sampling (sampling methods) which includes interviews, field observation and data collection techniques with some parameters, as the nature of physics, chemistry, and biology, then conducted the analysis ofsamples in laboratory. The General characteristics of the physical parameters murky brown waters is the color, brightness ranges from 27-31 cm, depth ranging from 105-138 cm, type of substrate in the form of fine mud and temperatureon the third substations was 31 ºc. The result of the chemical parameters,...
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...greatly affected the planetary environment and (2) life has altered Earth’s environment in ways that have allowed life to persist. Do you agree with these two hypotheses? Why or why not? Energy and Food Supplies. The underlying theme of this course is energy. As a whole, the global society needs to find ways to reduce our energy consumption. The food pyramid is a prime example of energy transfer within individual ecosystems and the biosphere. As you increase the trophic levels, a greater amount of energy is lost. Some environmentalists argue that humans should eat a vegetarian diet in order to conserve energy. What are some of the pros and cons of this action? Consider the impact to the agricultural industry? How low on the food chain do you eat? Would you consider eating lower? Model Ecosystems. Review the virtual lab in Model Ecosystems. Within this laboratory exercise you will categorize various organisms into the correct trophic level for five different ecosystems. Once completed, you will calculate the amount of energy transferred between levels. Record your observations. Answer the journal questions and upload it as a Word document into the online course. Energy Policy. The U.S. Energy Policy is currently being reviewed and six main recommendations are listed, by Botkin and Keller (2011, p. 298). Discuss whether or not each recommendation will lead us to a sustainable society. Defend your position by discussing the benefits and drawbacks. Provide substantive evidence from...
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...Problem Statement: Are food chains and food webs the same? How do organisms transfer energy? Background information: (Source: www.epa.gov) All organisms in an ecosystem need energy to survive. This energy is obtained through food. Producers obtain energy by making their own food whereas consumers must feed on other organisms for energy. This dependence on other organisms for food leads to feeding relationships that interconnect all living things in an ecosystem. A food chain illustrates the simplest kind of feeding relationship. For example, in a forest ecosystem, a grasshopper feeds on plants. The grasshopper is consumed by a spider and the spider is eaten by a bird. Finally, that bird is hunted by a hawk. A food chain clearly shows this pathway of food consumption. You could probably think of another food chain for a forest ecosystem. In fact, many different food chains exist in ecosystems. Although there are many different kinds of food chains, each food chain follows the same general pattern. A link in a food chain is called a trophic, or feeding level. The trophic levels are numbered as the first, second, third, and fourth levels, starting with the producers. Each of the trophic levels is occupied by a certain kind of organism. Producers are always in the first trophic level since they do not feed on another organism. Consumers occupy the rest of the trophic levels. The second trophic level is the first consumer in the food chain and is called a primary consumer...
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...2014 Dr. Palestis Biodiversity Discussion Impacts of Biodiversity Loss on Ocean Ecosystem Services “Impacts of Biodiversity Loss on Ocean Ecosystem Services” by Worm et al. 2006, was an interesting paper to read. The article talks about the dangers and the effects humans are having on the marine ecosystems. It also touches on the importance and benefits that diversity has. As we all know, the marine ecosystems of the world have the ability to provide us with an array of different resources, most importantly, food. Because of us, through exploitation, pollution, and habitat destruction there are changes occurring within the biodiversity of the marine ecosystems. There have been observations within estuaries, coral reefs, and coastal and oceanic fishing communities that there is a rapid decrease in population, species, and entire functional groups. Due to diversity between producers and consumers, species are able to overcome/survive more such atrocities by allowing them to be stable and have higher efficiency of resources. When looking at coastal ecosystems, experiments conducted reveled a fast decline in native species since industrialization increased, causing pollution within waters. Systems that contained more diverse and species rich environments showed to be more stable causing them to have lower rates of collapse and extinction over time. When looking at the larger marine ecosystem there has been a larger collapse in the areas that are not as rich in different species...
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...Science and math integration unit I chose a culminating activity to use after the students had completed learning about fractions, ratios and percentages in math and in life science learning about the ecosystems and inquiry and observations to solve problems. The activity I chose has students looking at trees within a forest near the school. My rationale for selecting this project is that students in this area do a lot of hunting this time of year and are outside in the wilderness a lot during the month of October. I thought that this lesson would make them more aware of their environment and provide them a different way to look at their surroundings before they went off to the mountains for hunting elk and deer. I believe the students will be very interested in this unit of study and also it will help them to be more observant as they are hunting this next month. I tried to write a unit of study that students in this area would enjoy doing, one that would fit with their lifestyle and have a meaningful positive outcome upon completion. This is a summary of a culminating unit for science and math. Students will measure off a section of the forest and count quaking aspen trees and lodge pole pine trees within the measured off area. Students will then use the 12 processes of science and math skills to answer questions and complete investigations to solve the science question. The students need to collect data, chart it and analyze it to answer questions using math skills...
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...consider, we must consider the flora and fauna of the environment that live in lake Doonella, the economical impact and the social factors on the shire. Background information A catchment is the land from which rainwater drains to a river where some water remains underground and slowly feeds the river between rainfall events. There is an abundance of catchments in the Noosa shire consisting of Teewah Creek , Upper Noosa River, Kin Kin Creek, Lake Cootharaba, Lake Cooroibah, Lower Noosa River and Lake Wayba. The Noosa River catchment and estuaries are both healthy with an A- rating, this is good because it gives the wildlife a healthier ecosystem. Lake Doonella is located in Tewantin and is somewhat isolated from the river by the Doonella Bridge. Doonella Lake is an important part of the Noosa ecosystem because it’s...
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...Assignment Model Ecosystems ASHFORD ENV 322 Week 2 DQ 1 Energy Policy ASHFORD ENV 322 Week 2 DQ 2 Fossil Fuel Reserves ASHFORD ENV 322 Week 2 Outline for Final Paper ASHFORD ENV 322 Week 3 DQ 1 Nuclear Energy ASHFORD ENV 322 Week 3 DQ 2 Nuclear Waste Disposal ASHFORD ENV 322 Week 3 Assignment Non-renewable Energy Sources ASHFORD ENV 322 Week 4 DQ 1 Alternative Energy Sources and Your Local Ecosystem ASHFORD ENV 322 Week 4 DQ 2 Unorthodox Energy Sources ASHFORD ENV 322 Week 4 Assignments How Big Is Your Footprint ASHFORD ENV 322 Week 5 DQ 1 Energy Consumption ASHFORD ENV 322 Week 5 DQ 2 Voluntary vs. Regulatory Involvement ASHFORD ENV 322 Week 5 Final Paper. __________________________________________________________ ASHFORD ENV 322 Week 1 Assignment Model Ecosystems For more course tutorials visit www.tutorialrank.com Model Ecosystems. Review the virtual lab in Model Ecosystems. Within this laboratory exercise you will categorize various organisms into the correct tropic level for five different ecosystems. Once completed, you will calculate the amount of energy transferred between levels. Record your observations. Answer the journal questions and upload it as a Word document into the online course. __________________________________________________________ ASHFORD ENV 322 Week 2 Outline for Final Paper For more course tutorials visit www.tutorialrank.com Business - General Business Final Research Paper Outline. Review the Final Research Paper instructions...
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...yellow in the presences of carbon dioxide. In the presence of oxygen, BTB stays blue. Deepa put the same amount of BTB in the three jars, and varied the organisms she placed in each jar. In Jar A, she put two aquatic snails. In Jar B, she put two sprigs of Elodea, an aquatic plant. In Jar C, she put two snails and two sprigs of Elodea. Results Deepa examined the jars every day for three days. These are the observations she recorded. Analyze and Conclude 1. Why did the BTB solution in Jar A turn yellow? 2. Why did the BTB solution in Jar B stay blue? 3. Why did the BTB solution in Jar C stay blue? 4. Which jar showed what happens during the carbon and oxygen cycles in nature? Describe the process that occurred in that jar. 57F Name Date Class Cycles of Matter Fill in the blank to complete each statement. 1. The processes of evaporation, condensation, and precipitation make up . 2. The process by which a gas changes to a liquid is called . 3. In ecosystems, producers, consumers, and decomposers are linked by their roles in recycling carbon and . 4. is a major component of bones and the proteins that...
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... ET AL . Conclusion: Knowledge and Skills for Professional Practice Tim W. Clark Yale School of Forestry & Environmental Studies, Institution for Social and Policy Studies at Yale, Northern Rockies Conservation Cooperative Murray B. Rutherford Yale School of Forestry & Environmental Studies, Northern Rockies Conservation Cooperative Kim Ziegelmayer Yale School of Forestry & Environmental Studies Michael J. Stevenson Yale School of Forestry & Environmental Studies Most professionals beginning their careers in species and ecosystem conservation conceive of their future work in terms of hands-on tasks in the field (“doing something important in the real world”). Whether on the domestic or the international scene, typically the forester sees themselves laying out timber sales, the fisheries biologist looks forward to surveying streams, and the range specialist expects to be classifying grasslands. Current curricula in most universities largely mirror this common view. We train future foresters to address logging problems in the Pacific Northwest or in the tropics, or conservation biologists to design a reserve or study an endangered species. But in actual practice, most professionals spend only part—and sometimes a small part—of their time attending to technical tasks in the field. Professionals, over a career or a lifetime, participate in many activities well beyond fieldwork, and there is much more to building a successful professional practice today than skills...
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...Energy Paper People, Science, and the Environment SCI 256 “Earth provides enough to satisfy every man’s need, but not every man’s greed.” (Gandhi, 2011) Did Gandhi have foresight into the destructive ways of humans? Earth seemed to have endless amenities that would take humans a lifetime to consume. With the abundance of these amenities, have humans failed to conserve and nurture nature’s gifts in the name of greed? In this paper, the subject to identify and discuss will be the effects that a growing human population may have on the marine ecosystem’s resources, including loss or harm to population of wild species; discuss one management practice of sustainability and conservation of natural resources in the marine ecosystem. Finally, the paper will identify is the risks and benefits of extracting or using one type of nonrenewable and one type of renewable energy resource from the marine ecosystem. From a distance in space humans look at this planet called Earth. Earth covers the massive blue oceans of life. Planet Earth humans call home consist of numerous types of land and marine species from the deepest part of the ocean to the clear shallow water of sandy beaches that lie within an ecosystem. The marine ecosystem is so complex but at the same time it is not complicated. Humans cannot see creatures with the naked eye but can spot a massive blue whale from a distance; this ecosystem is known...
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...CARIBBEAN EXAMINATIONS COUNCIL Caribbean Advanced Proficiency Examination CAPE ® BIOLOGY SYLLABUS Effective for examinations from May/June 2008 CXC A10/U2/07 Published by the Caribbean Examinations Council All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form, or by any means electronic, photocopying, recording or otherwise without prior permission of the author or publisher. Correspondence related to the syllabus should be addressed to: The Pro-Registrar Caribbean Examinations Council Caenwood Centre 37 Arnold Road, Kingston 5, Jamaica, W.I. Telephone: (876) 630-5200 Facsimile Number: (876) 967-4972 E-mail address: cxcwzo@cxc.org Website: www.cxc.org Copyright © 2007, by Caribbean Examinations Council The Garrison, St Michael BB14038, Barbados CXC A10/U2/07 ii Contents RATIONALE.....................................................................................................................................................1 AIMS ..................................................................................................................................................................1 SKILLS AND ABILITIES TO BE ASSESSED ...............................................................................................2 PRE-REQUISITES OF THE SYLLABUS .......................................................................................................5 STRUCTURE...
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...yourself) In ecology, resilience is the capacity of an ecosystem to respond to a perturbation or disturbanceby resisting damage and recovering quickly. Such perturbations and disturbances can include stochastic events such as fires, flooding, windstorms, insect population explosions, and human activities such as deforestation and the introduction of exotic plant or animal species. Disturbances of sufficient magnitudeor duration can profoundly affect an ecosystem and may force an ecosystem to reach a threshold beyond which a different regime of processes and structures predominates.Human activities that adversely affect ecosystem resilience such as reduction of biodiversity, exploitation of natural resources,pollution, land-use, and anthropogenic climate change are increasingly causing regime shifts in ecosystems, often to less desirable and degraded conditions. Interdisciplinary discourse on resilience now includes consideration of the interactions of humans and ecosystems via socio-ecological systems, and the need for shift from the maximum sustainable yield paradigm to environmental management which aims to build ecological resilience through "resilience analysis, adaptive resource management, and adaptive governance". The concept of resilience in ecological systems was first introduced by the Canadian ecologist C.S. Holling in order to describe the persistence of natural systems in the face of changes in ecosystem variables due to natural or anthropogenic causes. Resilience...
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...Title: Pond Microorganisms Lab Observation: Different types of organisms live in different ecosystems. Question (Problem): What types of microorganisms are found in pond water in a North Carolina pond? Hypothesis: If samples from a pond ecosystem are examined under a microscope, then ______________________________________________________________________ ______________________________________________________________________ Materials: (List the materials used in this experiment here.) Procedure: 1. Collect a few drops of water from the bottom of your water sample using an eye dropper. 2. Place a drop on the center of the microscope slide. 3. Cover the slide with a cover slip by lowering the cover slip at an angle over the water drop in a manner that spreads out the water drop, but does not trap air bubbles. 4. Observe the prepared slide under the microscope. 5. Use the picture ID sheet to identify the organisms observed. 6. Draw a picture in a data table of each organism observed. 7. Write the name of the organism under the picture, if the organism can be identified. 8. Describe each organism using qualitative (adjectives) and quantitative (measurements and counts) terms. 9. Repeat steps 1 to 8 until enough organisms are found. Results: (Describe what you observed. List the different types of organisms found and how many of each type of organism was found. Write a description of each organism (step 8).) Hint: A data table with a title and...
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...Ecosystem Structure, Function, and Change Paper (Great Lakes) Shantera Bell October 26, 2015 SCI/256 UOP The Great Lakes region is rich with life and full of native species well adapted to survival. However, since the early 1800s, many non-native plants, animals and microscopic organisms have been introduced into the Great Lakes, either accidentally or intentionally. Great Lakes native species are diverse and interesting and contribute to a healthy ecosystem. There are many unique and interesting birds, fish and plants found in Michigan and throughout the region that are integral to the health of the Great Lakes ecosystem. More than 140 species of birds depend on Michigan’s coastal habitat during their life cycle. Coastal wetlands, beaches, sand dunes and remote islands provide food and shelter for both resident and migratory species. Waterfowl such as Canvasback and Scaup are among the many species that use coastal wetlands as stopover sites to rest and refuel. Shorebirds including the endangered piping plover fly thousands of miles to nest on undisturbed beaches and remote Great Lakes islands. Because of their use of the coastal lands, there are thousands of great locations to see both resident and migratory bird species throughout Michigan and the Great Lakes region. State parks, national parks, wildlife refuges and sanctuaries throughout the state all provide good bird-watching opportunities. Some sites along Michigan’s Great Lakes shoreline are even...
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...Title: Pond Microorganisms Lab Observation: Different types of organisms live in different ecosystems. Question (Problem): What types of microorganisms are found in pond water in a North Carolina pond? Hypothesis: If samples from a pond ecosystem are examined under a microscope, then ______________________________________________________________________ ______________________________________________________________________ Materials: (List the materials used in this experiment here.) Procedure: 1. Collect a few drops of water from the bottom of your water sample using an eye dropper. 2. Place a drop on the center of the microscope slide. 3. Cover the slide with a cover slip by lowering the cover slip at an angle over the water drop in a manner that spreads out the water drop, but does not trap air bubbles. 4. Observe the prepared slide under the microscope. 5. Use the picture ID sheet to identify the organisms observed. 6. Draw a picture in a data table of each organism observed. 7. Write the name of the organism under the picture, if the organism can be identified. 8. Describe each organism using qualitative (adjectives) and quantitative (measurements and counts) terms. 9. Repeat steps 1 to 8 until enough organisms are found. Results: (Describe what you observed. List the different types of organisms found and how many of each type of organism was found. Write a description of each organism (step 8).) Hint: A data table with a title and...
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