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IB Environmental Systems and Society

Curriculum Project

Completed: Summer 2009

Written By: Alyssa R. Wescott

Project Supervisors:

Locust Valley High School99 Horse Hollow Road

Locust Valley, N.Y. 11560

Science DepartmentIB Environmental Systems and Societies

Grades 11 and 12

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ABSTRACT

Environmental Issues are as complex and dynamic as the societies that they affect. Growing human populations are testing the environment’s capacity to sustain the inhabitants that call it home. An in-depth exploration of today’s environmental issues from various perspectives is key to having an understanding of current and future environmental problems in addition to the challenges and opportunities that they present.

This curriculum follows the IB Environmental Systems and Societies guide published and distributed by The International Baccalaureate. This rigorous course has been updated to reflect the trans-disciplinary nature of Environmental Science and the environmental issues that are explored. Contained in this curriculum are the units of study outlined by a proposed calendar and the IB guide. Each unit is paired with reading and activities from the IB Diploma Programme Environmental Systems and Societies Course Companion distributed by OXFORD press and written by Jill Rutherford. In addition there are sample lessons, activities, labs, handouts and assessments.

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Order of Curriculum and Course TimelineSystems and models (6 Days) Topic 1

The ecosystem: Structure (6 Days) Topic 2.1

Measuring abiotic components of the system (2 Days) Topic 2.2

Measuring biotic components of the system (4 Days) Topic 2.3

Ecosystem: Biomes (2 Days) Topic 2.4

Ecosystem: Function (7 Days) Topic 2.5

Ecosystem: Changes (5 Days) Topic 2.6

Measuring changes in the ecosystem (3 Days) Topic 2.7

Human population and carrying capacity: Population dynamics (4 Days) Topic 3.1

Human population and carrying capacity: Resources—natural capital (10 Days) Topic 3.2

Environmental Value System (6 Days) Topic 7

Energy resources (3 Days) Topic 3.3

The soil system (5 Days) Topic 3.4

Food resources (6 Days) Topic 3.5

Water Resources (3 Days) Topic 3.6

Limits to Growth (2 Days) Topic 3.7

Environmental demands of Human Populations (7 Days) Topic 3.8

Biodiversity in ecosystems (3 Days) Topic 4.1

Evaluating biodiversity and vulnerability (7 Days) Topic 4.2

Conservation and biodiversity (5 Days) Topic 4.3

Nature of pollution (1 Day) Topic 5.1

Detection and monitoring of pollution (2 Days) Topic 5.2

Approaches to pollution management (2 Days) Topic 5.3

Eutrophication (2 Days) Topic 5.4

Solid domestic waste (2 Days) Topic 5.5

Depletion of stratospheric ozone (3 Days) Topic 5.6

Urban Air Pollution (2 Days) Topic 5.7

Acid deposition (2 Days) Topic 5.8

The issue of Global Warming (6 Days) Topic 6

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TABLE OF CONTENTSTOPIC # TOPIC TITLE PAGE NUMBERS1 Systems and Models 5-62 The Ecosystem 7-133 Human Population, Carrying

Capacity and Resource Use14-20

4 Conservation and Biodiversity

21-24

5 Pollution and Management 25-306 Issue of Global Warming 32-337 Environmental Value

Systems34-35

Appendix A Sample Lessons 36-54Appendix B IB Syllabus

TOPIC 1

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Systems and Models

Time needed to complete unit: 6 days

Learning Outcomes

IB Core Curriculum Standard

Textbook Unit/Pages

Activities/Labs/Resources/ Assessments

Outline the concept and characteristics of systems.

1.1.1 Chapter 4Pg. 69

Students will research an economic social or value system.

Apply the systems concept on a range of scales.


Students must memorize the systems layers.

Define the terms open sustem, closed system and isolated system.

1.1.3 Chapter 4Pgs. 71-74

Students complete “To-Do” on pg. 4.5 and Questions1-3 on pg. 73

Describe how the first and second laws of thermodynamics are relevant to environmental systems.


Students will do practice calculations on efficiency.

Explain the nature of equilibria.


Students will analyze and label equilibrium diagrams.

Define and explain the principles of positive feedback and negative feedback.


Students will answer Questions 1-3 and complete the review on pg. 82

Describe transfer and transformation processes.

1.1.7 Chapter 4Pgs. 83

Students will review examples.

Distinguish between flows (inputs and outputs) and storages (stock) in relation to systems.

1.1.8 Chapter 4Pgs 83-85

Students will analyze models and label flows.

Construct and analyze quantitative models involving


Students will be given an “unknown” model in the form of

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flows and storages in a systems.

written data and construct the model according to the data.

Evaluate the strengths and limitations of models.

1.1.10 Chapter 4Pgs.88-90

Students will evaluate the Gaia Model.

Major AssessmentsSystems QuizModel AnalysisUnit Test

Other Resources

http://peernet.lbpc.ca/env/EnSy1/Systems.htm

http://peernet.lbpc.ca/env/EnSy1/Thermodynamics.htm

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http://peernet.lbpc.ca/env/EnSy1/Thermodynamics.htm

http://peernet.lbpc.ca/env/EnSy1/Systems.htm

TOPIC 2The ecosystem


2.1 Ecosystem Structure 6 days2.2 Measuring Abiotic Components of the System 2 days2.3 Measuring Biotic Components of the System 4 days2.4 Ecosystem Biomes 2 days2.5 Ecosystem Function 7 days2.6 Ecosystem Changes 5 days2.7 Measuring Changes in the System 3 days

TOTAL: 34 days

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2.1 Structure

Learning Outcomes


Textbook Unit/Pages


Distinguish between biotic and abiotic(physical) components of an ecosystem.


In class field trip to label components of the ecosystem.

Define the term trophic level.


Idendify and explain trophic levels in food chains and food webs selected from the local environment.


Students will complete “To Do” activities on pg. 46 and 47.

Explain the principals of pyramids of numbers, pyramids of biomass, and pyramids of productivity, and construct such pyramids from given data.


Students complete “Test yourself” on pg. 52

Students reflect on Case Study assignment.

Students will practice productivity equations.

Discuss how the pyramid structure affects the functioning of the ecosystem.

2.1.5 Chapter 3 Students will analyze case studies of food chains.

Define the term species, population, habitat, niche, community and ecosystem with reference to local examples.

2.1.6 Chapter 3Pg. 29-30

Describe and 2.1.7 Chapter 3 Students will

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explain population interactions using examples of named species.

Pg. 63-64 identify examples from Oceanside Marine Center.

2.2 Measuring abiotic components of the ecosystem

Learning Outcomes


Textbook Unit/Pages


List the significant abiotic (physical) factors of an ecosystem.

2.2.1 Chapter 3

Describe and evaluate methods for measuring at least three abiotic factors within an ecosystem.

2.2.2 Chapter 16Pgs. 306-9

Students will analyze field trip results based on Dissolved Oxygen, Salinity and pH

2.3 Measuring biotic components of the ecosystem

Learning Outcomes

IB Core Curriculum Standard(s)

Textbook Unit/Pages


Construct simple keys and use published keys for the identification of organisms.

2.3.1 Chapter 16Pg. 310-312

Students will complete “To Do” on pg. 312

Shark LabDescribe and evaluate methods for estimating abundance or organisms.

2.3.2 Chapter 16Pgs. 315-317

Students will practice Lincoln Index equations.

Quadrat LabDescribe and evaluate methods for estimating biomass of trophic levels in a community.

2.3.4 Chapter 16Pg. 309

Chapter 3Pgs. 49-50

Students will practice biomass calculations.

Define the term diversity.

2.3.4 Chapter 16Pg. 318

Apply Simpson’s 2.3.5 Chapter 16 Students will

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diversity index and outline its significance.

Pg. 318 practice Simpson’s index equations.

2.4 Biomes

Learning Outcomes


Textbook Unit/Pages


Define the term biome.


Explain the distribution, structure and relative productivity of tropical rainforests, deserts, tundra and any other biome.


Biomes Lab

At Home Biome Project

2.5 Function

Learning Outcomes


Textbook Unit/Pages


Explain the role of producers, consumers and decomposers in the ecosystem.


Food Web Activity

Describe photosynthesis and respiration in terms of inputs, outputs and energy transformations.


Respiration/PhotosynthesisGame

Describe and explain the energy transfer and transformation of energy as it flows through an ecosystem.

2.5.3 Chapter 3Pg. 34-35

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Describe and explain the transfer and transformation of materials as they cycle within an ecosystem.


Students will analyze the Water Cycle example.

Define the terms gross productivity, net productivity, primary productivity and secondary productivity.


Students will answer review questions on Pg. 43

Define the terms and calculate the values of both gross primary productivity (GPP) and net primary productivity (NPP) from given data.


Chapter 16Pgs. 319-320

Students will use field trip data to complete a Productivity Lab.

Define the terms and calculate the values of both Gross secondary productivity (GSP) and net secondary productivity (NSP) from given data.



Students will use field trip data to complete a Productivity Lab.Students will practice equations on Pg. 320 in the “To Do” Activity.

2.6 Changes

Learning Outcomes


Textbook Unit/Pages


Explain the concepts of limiting factors and carrying capacity in the context of population growth.

2.6.1 Chapter 3Pg. 28Pg. 63

Students will complete “Deer Activity” to demonstrate concepts.

Describe and explain S and J population curves.

2.6.2 Chapter 8Pgs 160-162

Students will identify S and J curves.

Describe the role of density-dependent

2.6.3 Chapter 8Pgs. 160-162

Students will complete the

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and density-independent factors, and internal and external factors, in the regulation of populations.

“Disease Transmission” lab.

Describe the principles associated with survivorship curves including, K-and r-strategies.

2.6.4 Chapter 8Pgs. 163-164

Students will complete a graphing activity.

Students will complete the “test yourself” section on pg. 164

Describe the concept and processes of succession in a named habitat.

2.6.5 Chapter 14 Ecological Succession Case Study Project 1Pg. 270

Explain the changes in energy flow, gross and net productivity, diversity and mineral cycling in different stages of succession.

2.6.6 Chapter 14Pg. 273-274

Use of outside resources

Ecological Succession Case Study Project 2

Describe factors affecting the nature of climax communities.

2.6.7 Chapter 14 Ecological Succession Case Study Project 2 con.’t

2.7 Measuring changes in the system

Learning Outcomes


Textbook Unit/Pages


Describe and evaluate methods for measuring changes in abiotic and biotic components of an ecosystem along an environmental

2.7.1 Chapter 16Pg. 313

Students will cite examples from a local ecosystem and previous knowledge.

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gradient.Describe and evaluate methods for measuring changes in abiotic and biotic components of an ecosystem due to a specific human activity.

2.7.2 Chapter 16Pg. 313

Students will collect and analyze data found from online resources.

Describe and evaluate the use of environmental impact assessments (EIAs).

2.7.3 Chapter 15Pgs. 299-300

Students will read and interpret previously written EIAs.

Major AssessmentsCase Study ProjectOceanside Marine CenterField Trip Results Analysis LabShark LabQuadrat LabPopulations Equations Quiz-1Biomes LabBiome Take Home ProjectProductivity LabPractice Equations Quiz-2Disease Transmission LabDeer ActivityCase Study Project 1Case Study Project 2EIA AssessmentUnit Test

Other Sources

http://peernet.lbpc.ca/env/EnSy1/Ecosystem.htm

www.epa.gov/

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http://www.epa.gov/

http://peernet.lbpc.ca/env/EnSy1/Ecosystem.htm

www.envirolink.org/

TOPIC 3Human Population, Carrying Capacity and Resource Use


3.1 Population Dynamics 4 days3.2 Resources- Natural Capital 10 days3.3 Energy Use 3 days3.4 The Soil System 5 days3.5 Food Resources 6 days3.6 Water Resources 3 days3.7 Limits to Growth 2 days3.8 Environmental Demands of Human Population 7 days

TOTAL: 40 days

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http://www.envirolink.org/

3.1 Population Dynamics

Learning Outcomes


Textbook Unit/Pages


Describe the nature and explain the implications of exponential growth in human populations.

3.1.1 Chapter 8Pgs. 165-66

Students will view a human population graph.

Calculate and explain, from given data, the values of crude birth rate, crude death rate, fertility, doubling time and natural increase rate.

3.1.2 Chapter 8Pgs. 166-169

Students will do practice calculations.

Mortality/ Populations Lab

Analyze age/sex pyramids and diagrams showing demographic transition models.

3.1.3 Chapter 8Pgs. 169-183

Students will analyze Age/Sex Pyramids.

Discuss the use of models in predicting the growth of human populations.

3.1.4 Chapter 8

3.2 Resources- natural capitalLearning IB Core Textbook Activities/Labs

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Outcomes Curriculum Standard

Unit/Pages /Resources/ Assessments

Explain the concept of resources in terms of natural income.


Define the terms renewable, replenishable and non-renewable natural capitol.

3.2.2 Chapter 9Pgs. 185-186

Students will complete the reading and questions found on pg. 187

Explain the dynamic nature of the concept of a resource.

3.2.3 Chapter 9Pgs. 189-191

Students will complete a Case Study to explore these comments.

Discuss the view that the environment can have its own intrinsic value.

3.2.4 Chapter 9

Explain the concept of sustainability in terms of natural capital and natural income.

3.2.5 Chapter 9Pgs. 188-189

Students will complete a research assignment on Fairtrade.

Discuss the concept of sustainable development

3.2.6 Chapter 9 Continuation of fair-trade research assignment.

Calculate and explain sustainable yield from given data.

3.2.7 Chapter 13Pg. 259

Chapter 16Pg. 323

Students will complete the “To-do” assignment on pg. 323

3.3 Energy Resources

Learning Outcomes


Textbook Unit/Pages


Outline the range of energy resources available to society.

3.3.1 Chapter 10Pg. 199-202

Students will complete an independent project.

Evaluate the advantages and disadvantages of

3.3.2 Chapter 10Pgs.200-202

Independent project continued.

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two contrasting energy sources.Discuss the factors that affect the choice of energy sources adopted by different societies.

3.3.3 Chapter 10 Student will use their independent project to prepare for a class debate.

3.4 The Soil System

Learning Outcomes


Textbook Unit/Pages


Outline how the soil systems integrate aspects of living systems.

3.4.1 Chapter 12

Compare and contrast the structure and properties of sand, clay and loam soils, including their effect on primary productivity.

3.4.2 Chapter 12


Students will complete the soil triangle.

Outline the processes and consequences of soil degradation.

3.4.3 Chapter 12Pg. 233-235

Students will watch a Dust Bowl Video.

Outline soil conservation measures.

3.4.4 Chapter 12Pg. 235-43

Evaluate soil management strategies in a named commercial farming system and in a named subsistence farming system.

3.4.5 Chapter 12 Students will complete a “create” case study project.

3.5 Food Resources

Learning IB Core Textbook Activities/Labs

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Outcomes Curriculum Standard

Unit/Pages /Resources/ Assessments

Outline the issues involved in the imbalance in global food supply.

3.5.1 Chapter 13Pgs. 244-248

Students will find current events articles involving food supply.

Compare and contrast the efficiency of terrestrial and aquatic food production systems.

3.5.2 Chapter 13Pgs.248-258

Students will create and complete a Venn Diagram.

Compare and contrast the inputs and outputs of materials and energy (energy efficiency), the system characteristics, and evaluate the relative environmental impacts for two named food production systems.

3.5.3 Chapter 13 Students will complete a Case Study.

Discuss the links that exist between social systems and food production systems

3.5.4 Chapter 13 pgs. 259-264

3.6 Water Resources

Learning Outcomes


Textbook Unit/Pages


Describe the Earth’s water budget.

3.6.1 Chapter 11 Students will create a Pie Chart to represent the water budget.

Describe and evaluate the sustainability of freshwater resource usage with reference

3.6.2 Chapter 11 Students will complete water budget case study.

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to a case study.

3.7 Limits to Growth

Learning Outcomes


Textbook Unit/Pages


Explain the difficulties in applying the concept of carry capacity to local human populations.

3.7.1 Chapter 8Pgs. 160-165

Students will analyze human population curves from multiple geographic areas over time.

Explain how absolute reductions in energy and material use, reuse and recycling can affect human carrying capacity.

3.7.2 Chapter 8Pgs. 160-165

Students will analyze real world examples and discuss them as a class.

3.8 Environmental demands of human population

Learning Outcomes


Textbook Unit/Pages


Explain the concept of an ecological footprint as a model for assessing the demands that human populations make on their environments.

3.8.1 Chapter 9Pgs.192-196

Students will complete the internet Eco-Footprint Lab

Calculate from appropriate data the ecological footprint of a given population, stating the approximations and assumptions involved.

3.8.2 Chapter 9Pgs. 193-198

Students will calculate the ecological footprint of India found on pg. 324

Describe and explain the differences between

3.8.3 Chapter 9Pgs 197-198

Students will complete “To Do” on pg. 197

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the ecological footprints of two human populations, one from LEDC and one from MEDC.Discuss how national and international development policies and cultural influences can affect human population dynamics and growth.

3.8.4 Chapter 9 Students will research and discuss as a class China’s One-Child law.

Describe and explain the relationship between population, resource consumption and technological development, and their influence on carrying capacity and material economic growth.

3.8.5 Chapter 9 Students will pick a technological development to research and discuss its influence on carrying capacity of a specific population.

Major Assessments

Mortality/Populations LabResources Case StudyFairtrade Research AssignmentEnergy Resources Independent StudySoil “create” a case study projectFood Resources Current Events ReportFood Resources Case StudyWater Budget Pie ChartWater Budget Case StudyEco-Footprint LabIndia’s Ecological Footprint CalculationsTechnological Development Research ProjectUnit Exam

Other Resources

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http://peernet.lbpc.ca/env/EnSy2/Food%20Resources.htm

http://peernet.lbpc.ca/env/EnSy2/Natural%20Capital%20Sustainab.htm

http://peernet.lbpc.ca/env/EnSy2/Population%20dynamics_files/frame.htm

http://faostat.fao.org/ UN Food An Agriculture Organization Database

http://soilerosion.net

www.carbonfootprint.com/

www.ecologicalfootprint.com/

www.bp.com

www.shell.com

www.unfpa.org/ UN Population Fund

TOPIC 4Conservation and Biodiversity


4.1 Biodiversity in Ecosystems 3 days4.2 Evaluating Biodiversity and Vulnerability 7 days4.3 Conservation and Biodiversity 5 days

TOTAL: 15 days

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http://www.unfpa.org/

http://www.shell.com/

http://www.bp.com/

http://www.ecologicalfootprint.com/

http://www.carbonfootprint.com/

http://soilerosion.net/

http://faostat.fao.org/

http://peernet.lbpc.ca/env/EnSy2/Population%20dynamics_files/frame.htm

http://peernet.lbpc.ca/env/EnSy2/Natural%20Capital%20Sustainab.htm

http://peernet.lbpc.ca/env/EnSy2/Food%20Resources.htm

4.1 Biodiversity in Ecosystems

Learning Outcomes


Textbook Unit/Pages


Define the terms biodiversity, genetic diversity, species diversity and habitat diversity.

4.1.1 Chapter 5Pgs. 99-100

Outline the mechanism of natural selection as a possible driving force for speciation.

4.1.2 Chapter 5Pg. 100-102

Students will watch a Charles Darwin Video Clip

State that isolation can lead to different species being produced that are unable to interbreed

4.1.3 Chapter 5Pgs. 102-108

Students will complete a Galapagos Island Activity.

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to yield fertile offspring.Explain how plate activity has influenced evolution and biodiversity.

4.1.4 Chapter 5Pg. 101-105

Students will complete the Pangaea puzzle activity.

Explain the relationships among ecosystem stability, diversity, succession and habitat.

4.1.5 Chapter 5 Students will complete the “To Do” activity on pg. 108

4.2 Evaluating biodiversity and vulnerability

Learning Outcomes


Textbook Unit/Pages


Identify factors that lead to loss of diversity.

4.2.1 Chapter 5Pgs. 106-108

Students will research an example of each factor.

Discuss the perceived vulnerability of tropical rainforests and their relative value in contributing to global biodiversity.

4.2.2 Chapter 5Pg.109-110

Students will do a report on current events for the tropical rainforest.

Discuss current estimates of numbers of species and past and present rates of species extinction.


Students will complete the extinct species project.

Describe and explain the factors that may make species more or less prone to extinction.

4.2.4 Chapter 5Pgs. 110-112

Extinction species project continued.

Outline the factors used to determine a species’ Red List conservation status.

4.2.5 Chapter 5 Extinction species project continued.

Describe the case 4.2.6 Chapter 5 Extinction species

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histories of three different species: one that has become extinct, another that is critically endangered, and a third species whose conservation status has been improved by intervention.

project continued.

Describe the case history of a natural area of biological significance that is threatened by human activities.

4.2.7 Chapter 5 Rainforest Report continued.

4.3 Conservation of biodiversity

Learning Outcomes


Textbook Unit/Pages


State the arguments for preserving species and habitats.

4.3.1 Chapter 6Pgs. 118-120

Students will research and have a class debate on logging.

Compare and contrast the role and activities of intergovernmental and non-governmental organizations in preserving and restoring ecosystems and biodiversity.

4.3.2 Chapter 6Pgs. 121-127

Students will complete an independent project on Greenpeace vs. World Wildlife Fund

State and explain the criteria used to design protected areas.

4..3.3 Chapter 6Pgs. 128-130

Project Area design quiz.

Evaluate the success of a named protected area.

4.3.4 Chapter 6 Students will complete a case study.

Discuss and 4.3.5 Chapter 6 Case Study

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evaluate the strengths and weaknesses of the species-based approach to conservation.

continued.

Major Assessments

Galapagos Island ActivityPangaea ActivityRainforest Current EventsExtinct Species ProjectIndependent Greenpeace vs. World Wildlife FundProject Area Design QuizCase StudyUnit Exam

Other Resources

http://peernet.lbpc.ca/env/EnSy2/Biodiversity.htm

http://peernet.lbpc.ca/env/EnSy2/Extinctions.htm

www.panda.org Worldwide fund for Nature

www.iucnredlist.org Red Lists of Endangered SpeciesTOPIC 5

Pollution and Management


5.1 Nature of Pollution 1 day5.2 Detection and Monitoring of Pollution 2 days5.3 Approaches to Pollution Management 2 days5.4 Eutrophication 2 days5.5 Solid Domestic Waste 2 days5.6 Depletion of Stratospheric Ozone 3 days5.7 Urban Air Pollution 2 days5.8 Acid Deposition 2 days

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http://www.iucnredlist.org/

http://www.panda.org/

http://peernet.lbpc.ca/env/EnSy2/Extinctions.htm

http://peernet.lbpc.ca/env/EnSy2/Biodiversity.htm

TOTAL: 16 days

5.1 Nature of PollutionLearning Outcomes


Textbook Unit/Pages


Define the term pollution.

5.1.1 Chapter 15Pg.276

Distinguish between the terms point solution and non-point source pollution, and outline the challenges they present for

5.1.2 Chapter 15Pg. 277

Students will create distinguished lists including examples.

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management.State the major sources of pollutants.

5.1.3 Chapter 15Pg. 277

Students will complete an independent project.

5.2 Detection and monitoring of pollutionLearning Outcomes


Textbook Unit/Pages


Describe two direct methods of monitoring pollution.

5.2.1 Chapter 15Pgs. 278-281

Students will complete the Case Study on Pg. 280

Define the term biochemical oxygen demand (BOD) and explain how this indirect method is used to assess pollution levels in water.

5.2.2 Chapter 15Pg. 278-281

Students will reflect on field trip data from the beginning of the year.

Students will complete the “Test Yourself” on pg. 279

Describe and explain an indirect method of measuring pollution levels using a biotic index.

5.2.3 Chapter 15Pg. 278-281

Students will perform a Coliform Test of Pond Water

5.3 Approaches to pollution ManagementLearning Outcomes


Textbook Unit/Pages


Outline approaches to pollution management with respect to figure 5.

5.3.1 Chapter 15Pg. 282

Students will fill in the figure 5 diagram.

Discuss the human factors that affect the approaches to pollution

5.3.2 Chapter 15 Students will research specific examples.

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managementEvaluate the costs and benefits to society of the World Health Organization’s ban on the use of DDT.

5.3.3 Chapter 15Pgs. 280-281

Students will complete Case Study 1

5.4 Eutrophication

Learning Outcomes


Textbook Unit/Pages


Outline the process of eutrophication.

5.4.1 Chapter 15Pgs. 286-288

Students will complete a Caspian Sea research paper.

Evaluate the impacts of eutrophican.

5.4.2 Chapter 15Pg. 287-288

Paper continued.

Describe and evaluate pollution management strategies with respect to eutrophication.

5.4.3 Chapter 15Pg. 287

Paper Continued.

5.5 Solid domestic waste

Learning Outcomes


Textbook Unit/Pages


Outline the types of solid domestic waste.

5.5.1 Chapter 15Pgs. 284-286

Describe and evaluate pollution management strategies for solid domestic (municipal) waste.

5.5.2 Chapter 15Pgs. 284-286

Students will watch a video clip on the Mobro.

5.6 Depletion of the stratospheric ozone

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Learning Outcomes


Textbook Unit/Pages


Outline the overall structure and composition of the atmosphere.

5.6.1 Chapter 15Pgs. 288-289

Describe the role of ozone in the absorption of ultraviolet radiation.

5.6.2 Chapter 15Pg. 288-289

Students will complete an internet ozone tutorial.

Explain the interaction between ozone and halogenated organic gases.

5.6.3 Chapter 15Pg. 289-293

State the effects of ultraviolet radiation on living tissues and biological productivity.

5.6.4 Chapter 15Pg. 288-289

UV Light Seed Germination Lab

Describe three methods of reducing the manufacture and release of ozone-depleting substances.

5.6.5 Chapter 15Pg. 290-293

Students will find a current events article on reducing ozone depleting substances.

Describe and evaluate the role of national and international organizations in reducing the emissions of ozone depleting substances.

5.6.6 Chapter 15Pg. 288-293

Current Events article discussion.

5.7 Urban Air PollutionLearning Outcomes


Textbook Unit/Pages


State the source and outline the effect of tropospheric ozone.

5.7.1 Chapter 15Pg. 293

Students will create a flow cart to understand the formation of the

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tropospheric zone.Outline the formation of photochemical smog.

5.7.2 Chapter 15Pg.293-295

Describe and evaluate pollution management strategies for urban air pollution.

5.7.3 Chapter 15Pgs. 293-295

Students will research modern strategies and participate in a classroom debate.

5.8 Acid DepletionLearning Outcomes


Textbook Unit/Pages


Outline the chemistry leading to the formation of acidified precipitations.

5.8.1 Chapter 15Pg. 295

Students will complete an internet web tutorial.

Describe three possible effects of acid deposition on soil, water and living organisms.

5.8.2 Chapter 15Pgs. 295-297

Students will complete an acid rain and plant lab.

Explain why the effect of acid deposition is regional rather than global.

5.8.3 Chapter 15Pg. 297

Students will watch a video clip on the global effects of acid rain.

Describe and evaluate pollution management strategies for acid deposition.

5.8.4 Chapter 15Pg. 297-299

Students will research the “Clean Air Act” and “Montreal Protocol Articles”.

Major AssessmentsSources of Pollution Independent StudyCase Study on PollutionColiform Water Test LabPollution Management (Water) Case StudyCaspian Sea Research Paper

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Ozone Internet TutorialUV Seed Germination LabCurrent Events ArticleAcid Rain Plant LabPollution Management (Air) Case StudyUnit Exam

Other Resources

www.howproductsimpact.net

www.atm.ch.cam.ac.uk/tour/index.html Ozone Hole Tour

TOPIC 6

31

http://www.atm.ch.cam.ac.uk/tour/index.html

http://www.howproductsimpact.net/

The Issue of Global Warming


Learning Outcomes


Textbook Unit/Pages


Describe the role of greenhouse gases in maintaining mean global temperature.

6.1.1 Chapter 7Pg. 133-135

Students will view “The Inconvenient Truth”

Describe how human activities add to greenhouse gases.


Video Continued with Reflection

Discuss qualitatively the potential effects of increased mean global temperature.

6.1.3 Chapter 7Pgs. 137-141

Students will complete a Greenhouse Graphing Activity.

Discuss the feedback mechanisms that would be associated with an increase in mean global temperature.

6.1.4 Chapter 7Pg. 138-139Pgs. 141-149

Describe and evaluate pollution management strategies to address the issue of global warming.

6.1.5 Chapter 7Pg. 150-155

Students will read and reflect on the “Kyoto Protocol Article”.

Outline the arguments surrounding global warming.

6.1.6 Chapter 7Pg. 155-158

Evaluate contrasting human perceptions of the issue of global warming.

6.1.7 Chapter 7 Students will participate in a pre-prepared debate on global warming.

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Major Assessments“Inconvenient Truth” ReflectionGreenhouse Graphing ActivityArticle ReflectionClass Debate on Global WarmingUnit Exam

Other Resources

www.ipcc.ch Global Warming Reports

www.epa.gov/climatechange/ US Environmental Protection Agency

www.ieagreen.org.uk/ International Energy Agency offshoot

33

http://www.ieagreen.org.uk/

http://www.epa.gov/climatechange/

http://www.ipcc.ch/

TOPIC 7Environmental Value Systems


Learning Outcomes


Textbook Unit/Pages


State what is meant by an environmental value system.

7.1.1 Chapter 2 Students will complete the “To Do” Questionnaire on pg. 18

Outline the range of environmental philosophies with reference to figure 6


Students will complete figure 6 based on the reading.

Discuss how these philosophies influence the decision-making process with respect to environmental issues covered in this course.

7.1.3 Chapter 2 Students will write a letter to their local political representative.

Outline key historical influences on the development of the modern environmental movement.

7.1.4 Chapter 1 Students will create a timeline, outlining the major events in conservation history.

Compare and contrast the environmental value systems of two named societies.


Students will complete a T chart activity to compare environmental value systems.

Justify your personal viewpoint on environmental issues.

7.1.6 Chapters 1 & 2 Students will write a personal reflection essay outlining key points form this unit.

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Major AssessmentsLetter to a Local RepresentativeHistorical OutlineT-chart activityPersonal Reflection EssayUnit Exam

Other Resourceshttp://plato.stanford.edu/entries/ethics-environmental/

Stanford University Ethics Website

www.worldchanging.com Ideas for a better future

http://earthtrends.wri.org/ World Resources Institute

www.peopleandplanet.net

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http://www.peopleandplanet.net/

http://earthtrends.wri.org/

http://www.worldchanging.com/

http://plato.stanford.edu/entries/ethics-environmental/

IB Environmental Systems and Societies Course OverviewLocust Valley High School

2009-2010

Ms. Wescott Room 177 [email protected]

Welcome to the IB Environmental Systems and Societies program! The following information will provide some basic information and guidelines for the course.

TEXTEnvironmental Systems and Societies-Course Companion. Jill Rutherford. Oxford. 2009.

COURSE MATERIALS Textbook --- to be brought to class EVERYDAY, unless otherwise noted by your

teacher. 2”- 3 ring binder, 2 pocket folders, loose-leaf --- for class lecture notes and lab

notes. Pens, pencils, and a highlighter. Box of Plastic Protector Sheets (at least 50).

A WORD FROM THE TEACHERThe IB Environmental Systems and Societies course offers a great learning opportunity in a field of study that is fascinating and challenging. There is a tremendous amount of science material that must be covered in a relatively short period of time (less than one school year- your exam is the first week in May). This course will demand a great deal of time and energy. Students and parents should not be surprised by the course requirements that are in excess of what students expect from a typical high school Regents science course. Please remember, this is a college level course.

The greatest challenge for a student taking IB Environmental Systems and Societies is the need to do consistent work over the entire year. Many bright and highly motivated students sometimes let their efforts slip from time to time. They make up for this with a rush of hard work right before a test. This strategy will not work in this class, and will threaten even the brightest student’s opportunity to excel in IB Environmental Systems and Societies.

Success in this course will depend on a student’s motivation, consistent daily preparation, and organizational skills. These skills, at the present time, may not be at their peak, but the student’s willingness to develop, practice, and apply them throughout the year is essential for a successful learning experience in this course.

Students should keep up with the daily class lecture notes, homework readings, and labs. They should seek help immediately if in doubt of a concept or idea regarding the course. Extra help sessions are offered after school or during school by appointment. I am available for extra help whenever you need it (and you will need it!).

GRADED COMPONENTS OF COURSEYou will be evaluated on the following areas of this course. The grade distribution may change depending on the marking period.

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mailto:[email protected]

Exams/Quizzes (35%)Several full period exams will be given throughout the year. All exams are short answer and essay format. Some class time will be set aside for review prior to exams. Quizzes will be given between exams. A midterm exam, similar in style and format to the IB exam, will be given in January. There is no final exam- just the formal IB assessment in May. Students are also encouraged to take the AP Environmental Exam.

Labs (35%)Laboratory experiments and field work are essential components of this course. Students will be doing labs frequently. All written lab reports must be done individually, although some labs will be conducted collaboratively. Students are expected to come to class having prepared for the lab or field trip. Failure to prepare and plan for the lab will result in sitting out of the lab and not receiving full credit for that particular lab experiment. All lab work must be conducted in a safe manner. Always ask the teacher if uncertain about a procedure. Appropriate dress must be worn in the lab and in the field. A student cannot pass the marking period if two or more labs are missed or not

submitted for grading during that marking period. Lab reports are to be typed in accordance to the IB internal assessment grading criteria (see handouts).

Classwork/Homework (20%)In-class activities and class room participation will be used to determine the percentage of your grade.

Reading and/or written work is assigned on a daily basis and over vacations. Students are expected to come to class with all homework and assignments completed, prior to walking in the classroom. Assignments are due at the BEGINNING of the period. Textbook reading notes should be written on loose-leaf paper in a separate section of your binder, which will be submitted for grading periodically. Homework will be checked or collected at random.

Case Studies (10%) A large case study makes up 40% of your grade on the IB Exam in May; most of these will be medium length class or home assignments and are essential to practice for the exam.

ABSENCESStudents are given the number of days missed, due to an excused absence, to make up any class, lab, or homework. Students who are unexcused still need to make up the class work, although credit is given at the discretion of the teacher.

ACADEMIC HONESTYIt is critical for students to maintain academic honesty in IB Environmental Systems and Societies and at South Side High School. Students will be working closely with others in the laboratory, field, and classroom settings. Although students are encouraged to ask for help from the teacher and from fellow classmates, it is NOT acceptable to represent someone else’s science work as one’s own. Copying is NOT permissible at any point in this course. Citing sources such as texts, journals, images, and websites is acceptable, as long as appropriate references are included in the citation. As a discipline, science includes a collaboration of ideas, beliefs, and research. Working collaboratively and discussing science concepts is acceptable, however students are expected to do their own work at all times in this course.

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RULES & REGULATIONS NO food or drink permitted in class. ONLY water. Be respectful and polite of one another. There will be many class discussions in

this course and it is imperative that you listen respectfully to your peers. Raise your hand if you have a question or comment- there is a lot of material to

cover and frequent class disruptions will not be tolerated. Be respectful of the classroom and materials. ASK before borrowing. Be truthful- take responsibility for yourself and your learning.

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Peanut Lab

Name_____________________________ Date ___________

Background: Qualitative and Quantitative data are critical components in any lab experiment. Data and Observations help to ensure easy manipulation of data and interpretation of the results. In the lab, you will make qualitative and quantitative observations of a peanut.

Protocol:

1. You will get one peanut. You need to get to ‘know” your peanut really well. Take notes about it and sketch it. Label it and measure it. Do not mark on the peanut.

2. Each student will then put his/her peanut in a beaker with all the other peanuts in the class. You will then have to pick your peanut from the others using your description of your peanut.

3. Dissect your peanut. As you look at it and observe the internal structure, write down as many questions about your peanut as possible.

EquipmentPeanutRulerScaleBowl

Lab Report RequirementsData Collection (qualitative and quantitative)A list of questions you have about your peanut

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Name:_____________________ Action Verb Quiz

1 add brief notes to a diagram, drawing or graphs

2 assess the implication and limitations

3 Find an answer from a number of possibilities

4 find an answer using mathematical methods (show work)

5find an approximate value for an unknown quantity, based on the info provided and scientific knowledge

6 find the only possible answer

7 find value for a quantity

8 give a brief account or summary (include only essential info)

9 give a clear account including causes, reasons or mechanisms

10 Give a detailed account including all the relevant information

11Give a sequence of name or other brief answers with no elaboration, each one clearly separated from the other

12give a specific name, value or other brief answer ( no supporting argument or calculation is necessary)

13

give an account including, where possible, a range or arguments, assessments, and comparisons of alternative hypotheses

14Give an account of similarities and differences between 2 or more items

15 give an expected result

16 give the difference between 2 or more different items

17 give the precise meaning of a word or a phrase

18 interpret data to reach conclusions

19manipulate a mathematical equation to give a new equation or results

20 obtain an answer using algebraic and/or numerical methods

21 produce a plan, object, simulation or model

22 propose a hypothesis or other possible answer

23 reach a conclusion from the info given

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24 represent by means of a pencil line ( add labels)

25 represent or develop in graphical form

26use an idea, equation, principle, theory or law in a new situation

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___________________________________________ __________Candidate Name Date

_______________Candidate Number

IB Environmental SystemsLab Cover Sheet

2008-2009

Ms. Wescott

Locust Valley High School

Title:

________________________________________________________________

Criteria graded with corresponding marks:P(a) _____P(b) _____DC _____DPP _____CE _____MS _____PS(a) _____

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PS(b) _____

Lab Template

PLANNING [P]

Problem statement/Research question: Hypothesis:Hypothesis explanation: Variables:

Independent:Dependent:Control

Apparatus and materials: Procedure:

DATA COLLECTION AND PROCESSING [DCP]

Table and Results: Sample Calculations:Graphs

DISCUSSION, EVALUTION AND CONCLUSION [DEC]

DiscussionLimitations/ ImprovementsConclusion

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IB Environmental Systems Internal Assessments (Lab Write-Ups)

This is a guide to assist you in constructing lab write-ups. Attached are a lab self-checklist and an IB grading rubric that should be consulted prior to submitting each lab for a grade. Your lab write-ups will be graded in accordance to the IB internal assessment criteria (see attached IB grading rubric). There are 4 sections of a lab. Although each section of each lab will not be graded and sent to the IB moderators, each section of each lab will count toward your course grade. Grading rules will be explained in detail by your teacher. Lab write-ups are to be your own work. If you use “outside” information, you must cite your sources and include a bibliography. Keep in mind that three parties will grade your work; you, your teacher, and the IB moderators. It is critical to organize your lab write-up prior to submitting it for a grade, and it is necessary for you to submit a complete write-up in order to obtain full credit on both the IB rubric and the course grade.

All lab write-ups MUST include the following features:(Since you have to do this to get IB credit, consider these “free” points to boost your course grade on labs…)

On time. 1” margins all around. Single-spaced. Size 12 Times New Roman font. Text only on one side of the paper. Cover sheet with candidate name, candidate number, date, lab title, graded

criteria with space for point entry. Clearly marked sections of the lab, in order and justified left, in all capital letters

and in bold type.o PLANNING o DATA COLLECTION AND PROCESSING o DISCUSSION, EVAULATION AND CONCLUSION

Clearly marked sub-sections indented and in bold and italics type. o Problem statement, Hypothesis, Hypothesis explanation, Variables

(Independent, Dependent, Control) Apparatus and materials, and Procedure,

o Tables and Results, Sample Calculations, Graphso Discussion, Limitations/Improvements, Conclusion

Raw (original, handwritten) data from lab notebook. Unit labels and headings on data, tables, graphs, calculations, diagrams, etc. Hand drawn and computer generated tables and graphs. Bibliography, if external sources are used. Teacher notes or verbal instructions prior to and/or during the lab. Lab self-checklist. Self-graded rubric. Blank lab rubric. Stapled in upper left corner.

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* See the lab write-up example for a visual aid! You can format your write-ups exactly like this!

IB Internal Assessment Grading Criteria and Aspects of Each Criterion

In order to obtain full credit on the IB lab grading rubric and in this course, you must include all criteria and aspects of each criterion in your written lab report. You will only be expected to write up a few of the 5 criteria (i.e. DPP and CE) for each lab assignment. This will depend on the nature of the lab and on the amount of instruction that your teacher gives you prior to conducting the lab.

PLANNING [P]

Problem statement/Research question: State the purpose of the lab and phrase a clear, focused, and specific question(s) you are asking in the lab. 1-2 sentences.

Hypothesis: Formulate a hypothesis (if…then statements are good!). If a meaningful hypothesis cannot be developed, then state that fact.

Hypothesis explanation: Explain the reasoning behind the hypothesis. Relate the hypothesis or prediction directly to your research question and quantitatively explain it if possible. Research that includes background.

Variables: List the key variables in the experiment. Explicitly indicate which variables are independent (what you change) and dependent (what you measure as a result of the change). The fewer variables, the better! Describe the experimental control that will be used (if you have one). This is the part of the experiment to which you compare your experimental results.

Apparatus and materials: Select appropriate materials. List the specific items and quantities used.

Procedure: Provide enough detail in list form so another person could repeat your work. Indicate the raw data you will collect in the experiment. Describe a method that allows for the collection of sufficient relevant data (both qualitative and quantitative).

DATA COLLECTION AND PROCESSING [DCP]

Use a table(s) to clearly write all raw quantitative (measurements) and qualitative (observations) data in an organized manner. Include a table number and title, labels and headings, and units in parentheses. (See example below.) Also include all uncertainties

Table 1. Effect of Temperature on the growth of Oak seedlings.

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Temperature (Celsius) Growth in 48 hours (Millimeters) 10 2215 33

Sample calculations: Do one sample calculation for each type of calculation that you perform. Clearly show full set-ups (literal equation, substitution, solution with units) and use significant figures!

Graphs: Should include all relevant data, along with units, labels, appropriate scales and titles.

Graph 1. Effect of temperature on the growth of Oak seedlings.

0 5 10 15 20 25 30

Temperature (Celsius)

DISCUSSION EVALUATION AND CONCLUSION [DEC]

Discussion: State the results here. Did the data lead you to accepting or rejecting the hypothesis? Discuss the biological meaning of the results. Relate the results to concepts learned in class.

Limitations/Improvement: Consider the following: Are there flaws in the procedure that could affect the results? Are important variables not controlled? Are measurements and observations reliable? Were errors random or chance, or where errors human or equipment related? Was there something you missed or could of done betterFor the identified limitations above, suggest improvements. Suggestions should be realistic. Be specific. Proposed changes may include elimination or reduction of errors, improve the control of variables, and/or improve procedures for better measurement.

Conclusion: Conclusion should be clearly related to the problem statement and should be connected directly to the results. In this section try to provide an explanation for your results. Refer to literature values and experimental values.

* If you include all aspects of what’s mentioned in the above 3 pages, you can successfully write a lab!

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Name: Date:BIOMES Environmental Science

What is a BIOME?____________________________________________

_________________________________________________________.

Go to the website: http://earthobservatory.nasa.gov/Laboratory/Biome/

For each of the 7 biomes collect the basic information indicated on the handout below,

then use this information to complete your two missions, “Great Graph Match” and “To

Plant or not to Plant”. Click on the name of each biome for information.

**Only include 1 fact for other**

CONIFEROUS FOREST

Temperature

Precipitation

Vegetation

Location

Other

Example

TEMPERATE DECIDUOUS FOREST

Temperature

Precipitation

Vegetation

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http://earthobservatory.nasa.gov/Laboratory/Biome/

Location

Other

Example

DESERT

Temperature

Precipitation

Vegetation

Location

Other

Example

GRASSLAND

Temperature

Precipitation

Vegetation

Location

Other

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Example

RAINFOREST

Temperature

Precipitation

Vegetation

Location

Other

Example

SHRUBLAND

Temperature

Precipitation

Vegetation

Location

Other

Example

TUNDRA

Temperature

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Precipitation

Vegetation

Location

Other

Example

NOW click on the “Great Graph Match” and write your answers for the questions

below. You may use your notes (above) and the graphs provided on the website.

***You will be entering the ADVANCED USERS MISSION ***

GREAT GRAPH MATCH

1. Frogmore, England………………….Biome_____________________

2. Goteborg, Sweden……………………Biome_____________________

3. Koombooloomba, Australia………Biome_____________________

4. Barrow, Alaska………………………..Biome_____________________

5. Alice Springs, Australia…………….Biome_____________________

6. San Bernadino, California…………Biome_____________________

7. Centralia, Kansas……………………..Biome_____________________

NOW click on “To Plant or not to Plant?” and enter the mission, you will be

matching each of the following plants with their specific Biome. Record your answers

in the chart below. Be sure to include the REASON why this is the correct BIOME.

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Links for Related Lesson Plans

http://ase.org/uploaded_files/greenschools/lesson_plan_Saving_Energy_Keeps_Earth_Cool.pdf

http://ase.org/images/lib/educators/How%20Big%20Is%20Your%20Footprint.pdf

http://ase.org/uploaded_files/educatorlessonplans/conserve.pdf

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http://ase.org/uploaded_files/educatorlessonplans/conserve.pdf

http://ase.org/images/lib/educators/How%20Big%20Is%20Your%20Footprint.pdf



Sample Exam Questions

2. (a) Describe what is meant by the term feedback.

(b) Fire is an important factor in many ecosystems. Sometimes regular burning encourages the growth of plant species that are inflammable (i.e. they burn easily). State whether this is an example of positive or negative feedback. Explain your answer.

3. (a) List four components of soil.

(b) (i) Name one example of a transformation process that occurs within the soil system. (ii) Name one example of a transfer process that occurs within the soil system.

5. (a) Explain what is meant by the term hydrological cycle.

(b) State two ways in which human activities have affected the hydrological cycle.

6. (a) Name, and briefly describe, an ecosystem you have studied.

Draw a diagram of a food-chain present in the ecosystem named above. Include thespecies name and trophic level for each organism. The food-chain should includeorganisms from at least three trophic levels.

Section BAnswer one question. Write your answers on the answer sheets provided. Write your session number on each answer sheet, and attach them to this examination paper and your cover sheet using the tag provided.

Each essay question is marked out of a total of 20 marks of which 3 are allocated to the expression and development of ideas as follows:0 No expression of relevant ideas.1 Expression and development of relevant ideas is limited.2 Ideas are relevant, satisfactorily expressed and reasonably well developed.

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3 Ideas are relevant, very well expressed and well developed.

7. (a) Draw a labelled diagram to show the basic structure of the interior of the Earth. [3](b) Outline the theory of plate tectonics. [7](c) Explain how plate activity has influenced evolution and biodiversity. [7]Expression of ideas [3]

8. (a) Distinguish between natural capital and natural income, giving an example of each. [4](b) Identify the various ways in which natural capital may be evaluated. [7](c) Describe the concept of sustainability in relation to natural capital and natural income,giving an example of how the sustainable yield of a resource might be measured. [6]Expression of Ideas [3]

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1. A filament light bulb emits 5 joules of light energy for every 100 joules of electricity used. What is its efficiency?

A.

2. An energy efficient light bulb emits 175 joules of light energy for every 700 joules of electricity used. What is its efficiency?

A.

3. A machine is 40% efficient. How much useful energy is produced if it is supplied with a total input of 500J?

A.

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4. An electric fan is 80% efficient at converting electrical energy to kinetic energy. How much kinetic energy is produced if the fan is supplied with 900J of electrical energy?

A.

Name:_________________ Date:_______IB Environmental Systems and Societies Ms. Wescott

Reading Quiz #1

1. (a)Define a System. [1]

(b) Identify two characteristics of a system [2]

2. The biosphere 2 is considered a “closed system” Explain why. [1]

3. Explain why energy is lost as heat. [1]

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4. Suggest how energy transformations maintain order in living things. [2]

5. Draw a simple systems diagram of one of the following objects below.

Be sure to include, inputs, outputs and storages. Candle, you, green plant [3]

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