AP ENVIRONMENTAL SCIENCE 2014-2015

Personal Philosophy:

“You cannot teach a man anything; you can only help him find it within himself.”

Galileo Galilei

Galileo is one of my heroes. He had a natural curiosity and an intense desire to understand the world around him. He was a brilliant observer and experimentalist when science was thought of as an exercise of the mind. He was not satisfied to accept theories without evidence. I desire to emulate Galileo. My goals as a teacher are to foster the natural curiosity of my students, to sharpen their powers of observation, to cause them to question accepted theories, to stress the importance of evidence, and to develop their problem solving skills. As a teacher of environmental science, I feel an extra responsibility to help my students understand their role as citizens and stewards of the earth. Our students, in a few years, will be the ones making decisions about how we use earth’s precious natural resources, about how we deal with the challenges of climate change, and about how we can potentially use new technologies to help. I want to make sure they have a strong background so they can make informed decisions. School Profile: The school is a public high school of nearly 1800 students serving grades nine through twelve. It is located about 70 miles north and east of New York City. The town is a rural/suburban town with farms, subdivisions of large houses, and a historic downtown area. The population is primarily white and upper middle class. Four other AP Science classes are offered: AP Biology, AP Chemistry, AP Physics B, and AP Physics C. There are many other AP classes offered including: AP Calculus AB & BC, AP Statistics, AP Psychology, AP Government, AP US History, AP World History, AP Literature, AP Spanish, AP French Course Description: This course will be equivalent to a one-semester college course in environmental science. The class will include many topics ranging from ecology and biodiversity to earth science to sustainability and human impacts. The class will provide students with the knowledge, methodologies, and concepts needed to study the interrelationships within the natural world and between humans and their environment, as well as environmental issues, their risks, and their possible resolutions. This class includes a minimum of one period a week during which the students are involved in laboratory or fieldwork. Prerequisites: Students who wish to take this class must have successfully completed two years of lab science with higher than a 90 average if in the college-prep A program, or higher than an 85 average if in the honors program. Students also must have successfully completed two years of math classes. Class size and schedule: The class is limited to twenty-four students due to lab facilities. The class three out of four days with two 55 minute periods and one “double lab” period of 110 minutes. Grading Policy: Grade will be based on 50% tests and quizzes and 50% on all other assignments Textbook: The textbook is Environmental Science for AP by Friedland, Relya, Courard-Hauri published by WH Freeman and Company/BFW

The Curriculum is based on the national curriculum set by the AP College Board See the website below for more information about the national expectations: http://apcentral.collegeboard.com/apc/public/courses/teachers_corner/2128.html

AP Environmental Science Course Content from

Environmental science is interdisciplinary; it embraces a wide variety of topics from different areas of study. There are several unifying themes that cut across topics. The following are course themes:

• Science is a process.

• Energy conversions underlie all ecological processes.

• The Earth itself is one interconnected system.

• Humans alter natural systems.

• Environmental problems have a cultural and social context.

• Human survival depends on developing practices that will achieve sustainable systems.

Topic Outline

I. Earth Systems and Resources

II. The Living World (10-15%)

III. Population (10-15%)

IV. Land and Water Use (10-15%)

V. Energy Resources and Consumption (10-15%)

VI. Pollution (20-30%)

VII. Global Change (10-15%)

APES Curriculum Guide 2014-2015

Main Idea Topics Chapters Possible Activities/ Lab/ Projects/ Assignments

Approximate Dates????

Overview:

Sustainability Systems Energy Earth (Plate Tectonics, Layers of Atmosphere, Oceans)

Chapters: 1 (1-20) 20 (549-568) 2 (27-48) Earth: 1, revisit 4 (88-99) 8 (208-220) 19 (519-522)

Ecofootprint Earth Timeline Doubling Time Energy Flow Lab Tragedy of the Commons – refer to later Lorax Movie – or out sick movie INV 4 Formation of Deserts

September

Biosphere:

Ecosystems Nutrient Cycles Biomes (terrestrial) Evolution Energy Flow Speciation Extinctions Biodiversity Population Ecology Population Growth K- and r- select Relationships Succession Endangered and Invasive Species

Chapters: 3, (57-81) 4, (87-114) 5, (119-140) 6, (149-173) 18,(495-512)

INV: Eating at a lower trophic level Owl Pellet Lab Food Web Worksheets Biodiversity Tree Lab (Shannon Weiner Index) Nitrogen Cycle Game INV 3 Specific Heat and Climate Lab Climatograph Activity Biome Coloring Map Isle Royale Worksheets Wolves in Yellowstone Video Virtual Paramecium Lab Hot Spots Activity Video on Evolution Natural Selection of Beans Capture-Mark-Recapture Lab Endangered-Invasive Peer Teaching Cane Toads Video

October

Human:

Human Population Fertility Underdeveloped & Developed Demographic Transition Population Pyramid Life expectancy Health: Infectious disease, toxicity, risk Dose- Response Biomagnification Solid Waste Garbage

Chapters: 7, (179-198) 16, (437-458) 17, (463-486)

World Population Video Population Investigations 19,20, 21 (??) Inv 22 Survivorship Curves Demographic Transition Notes LD50 / Serial Dilution Heavy Metal Consequences (??) Garbage Collection Lab Landfill-Incinerator Peer Teaching Biomagnification/ Bioaccumulation Lab Garbage video

November

Hydrosphere (water):

Properties Aquatic Biomes Water Usage Water Resources Water Pollution Septic Fishing & Aquaculture

Chapters: 2, (31-34) 4, (108-114) 9, (235-253) 11, (301-303)

(Project Periphyton – LIS, River trips) Water Filtration / Pollution Lab Blue Gold Inv 14 Water Diversions Thermal and Chemical Pollution Lab Fishing Video Color Sheets: Aquatic Biomes, Aquifers, Water Investigation – simple one period

PP-Sept

14,(381-402)

water investigation on properties of water INV 13 Water Loss Drop by Drop Demo: Salinity & Density, Hot vs. Cold water

IDEALLY – Finish this by midterm!!

Lithosphere:

Soil Land Use Agriculture Forests Logging National Parks and Forests Mining Nonrenewable Nuclear/Half Life

Chapters: 8, (207-230) 10, (261-278) 11, (283-304) 12, (315-338)

Soil Lab In – Class Logging Debate Food Inc. Agriculture Movie (??) Fracking/Tarsands/Keystone debate Shorter YouTube Movies – Mountain Top Removal / Nuclear Chemistry Review Carbon Cycle Energy Problems (BTU, Watts) Mining lab Oil Pollution Lab (Solve to soak up oil) INV 24 Personal Energy Audit

January

Atmosphere:

Air Pollution Ozone Acid Rain Indoor Air Pollution Technology Climate Change

Chapters: 12, (315-338) 13, (363-371) 15, (409-431) 19, (517-543)

How Clean is Your Air? Air Pollution Lab INV Fossil and CO2

INV 24 CO2 Emissions from Fossil Fuel Burning Climate Change Video – COSMOS Research Other Types of Measurements INV 28 Acid Rain

March

Renewable Energy

Solar (Passive & Active) Wind Hydro (Dam, Tidal, Wave) Geothermal Biomass (Corn/ethanol, Garbage) Hydrogen Fuel Cells

Chapter 13 (343-372)

Solar Absorption Lab Photovoltaic Mini Lab Poster / Presentation

April

Sustainable Cities/Living

Sustainability (Re-Loop) Chapter 20 (549-567)

Post AP Exam Project Periphyton Part 2 Quarter 4 grade: Series of questions about the Project Periphyton 10 image portfolio – 2paragraph explanation: science behind image and why it relates to course, each image=10 points A-Z observation activity / scavenger hunt

Back to the River; analyze sediments from LIS

Methods: This class will be taught using a variety of methods including lecture, small group activities, laboratory work, field work, occasional field trips, readings, discussions, research projects and written assignments.

Summer Assignment: The students will begin their studies with a summer assignment, which includes doing an in depth analysis of an environmental news article and starting a field journal. Environment in the News: Students will keep a reading log of newspaper articles relating to the environment and course content. Field trips: We will take at least 3 field trips as part of Project Periphyton (a program in conjuction with NOAA and Education Connection to study water quality of the local watershed) Twice to a local river and once to Long Island Sound at Milford Point.. Projects: The students will do several Projects including analyzing climatographs, Analyzing population pyramids, debating logging, debating fracking, poster presentation on endangered species. Laboratory and Fieldwork: Laboratory work: Students will be exposed to a variety of labs both in the classroom and in the field. We will be doing diversity studies of a forested area on campus; we will take soil samples on campus for analysis; we will do air pollution studies; we will be doing a copper mining lab; we will do simulations including tragedy of the commons, capture-mark-recapture, and natural selection. Project Periphyton: The class will be involved in Project Periphyton, sponsored by the NOAA and Education Connection. As part of the project, the students will collect both biotic and abiotic data a local river and along Long Island Sound Field Journal: The students will keep a field journal detailing biotic and abiotic changes to one location of their choice over the course of one year. Resources: Friedland and Relya companion site to the book: http://bcs.whfreeman.com/friedlandapes/#t_668210____ . AP ES Lab and Field Activities http://apcentral.collegeboard.com/apc/members/courses/teachers_corner/27827.html Baumgartner’s website for APES: http://myschooldesk.net/newtown/teachersite.aspx#site.7390_pid.31354_mid.71555 Earth Science by Edward Tarbuck and Frederick Lutgens (New Jersey: Prentice Hall, 2005) Living in the Environment 18th edition by Miller and Spoolman (Stamford: Cengage Learning) Environment: The Science Behind the Stories by Jay Withgott and Scott Brennan. (San Francisco: Pearson Education, Inc, 2007) Environmental Literacy Council website: http://www.enviroliteracy.org/ Laboratory Investigation AP Environmental Science by William Mollnar (New Jersey: Peoples Publishing Company, 2005) Laboratory Manual for Miller’s Living in the Environment, Environmental Science, and Sustaining the Earth by C. Lee Rockett and Kenneth Van Dellen (California: Wadsworth Publishing Company, 1993) Thomson Brooks/Cole’s Companion website to Miller’s Living in the Environment: http://www.brookscole.com/cgi-

wadsworth/course_products_wp.pl?fid=M20bI&flag=instructor&product_isbn_issn=9780495015987&discipline_number=22 Top Shelf Environmental Chemistry by David E. Newton (Maine: Walch Publishing, 1991)

Name:________________________________________ Class:_________________ Date:_______________

AP ES FINAL PROJECT

Put together a portfolio that summarizes your experience throughout the year in APES. The portfolio must consist of 10 images (not 9 or 11). You must include among your images at least (1) one map, (2) one diagram, (3) one photograph. The other seven images can be any combination. No more than two images may be from any particular unit, fieldtrip, lab activity, reading, anything…. The images may be your own work (i.e. a drawing of a lab set-up, a graph you made, or a picture you took) or copied from somewhere (properly cite your sources). After you identify your 10 images: 1. write an explanation for each image. The explanation must include the science behind the image in your OWN words. Should be at least one paragraph long. NO “copy-paste”. 2. Answer the question, "Of all the images you've looked at this year in APES, why is this particular one important to you?" 3. Please include a title page and a works cited page. Your portfolio may be a printed or written hardcopy… or it may be submitted electronically to me as a power point or word document. Each image/explanation is worth 10 points…. For a total of 100 points.

• 2 points for choice of image - unique, interesting, relevant • 4 points for scientific explanation of image – demonstrates depth of knowledge in your own words • 3 points for why it is important to you – meaningful answer given, can be personal, please avoid

answers like – it is interesting… tell WHY it is interesting to you. • 1 point for citation of source of image and/or scientific information.

IMAGE - name Image- points

(2) Science explanation ( 4)

Importance (3)

Citations (1)

total

1

2

3

4

5

6

7

8

9

10

Name: ________________________________________Class:______________ Date:__________________

Critical Evaluation of Environmental News Procedure Find a published report that discusses a controversial environmental issue (not a short article)

A. Summarize information contained in the article/report using the guidelines below B. Evaluate the article/report based on the criteria below.

A. Summary Guidelines 1. MLA citation of the article/report 2. A one or two sentence thesis statement on what the main idea of the article/report is about 3. A summary of some of the important information discussed in the article/report. Some details and examples. B. Evaluation guideline questions – please give detailed and specific answers and/or examples 1. Different media carry with them different degrees of credibility. A scientific journal article, for example, is likely to be more credible than a newspaper report, which in turn is likely to have higher credibility than a tabloid article. In what type of publication does your report appear? 2. Is the author of the report given? Who is it? Is it an "individual" or an "organization"? If an organization has produced the report, determine the mission of the organization. If an individual has produced the report, what credentials or affiliations does he/she have? 3. Does the report attempt to persuade, advocate or inform? Explain 4. What information was used to prepare the report? Some possibilities include (but are not limited to) :

• observation of actual occurrences • consultation with experts • discussion with non-experts • reports in scientific journals • reports or findings from a particular organization (scientific or other) • sources are not stated in article

5. Is this information properly referenced so that you could check it out if you wanted to? Explain 6. What is the date of publication? Is the information in the report (or the report itself) up-to-date? How important is the date of publication for this particular topic? 7. Is there a basis for suspecting bias on the part of the sources, the author of the report, or yourself? If so, state which of the following bases you detect from the list of common biases below: • the author or source has a clear stake in the issue and will benefit in some way from the claims that are

being made • only selected information is being reported (Are you aware of other information that would refute the

claims being made?) • you reject the claims of the article because you disagree with them or you accept them because the claim

happens to agree with your opinion • the publication has a well-known or suspected position on the issue For each of the biases you have detected, explain where in the article it appears.

8. Claims are positions or conclusions that are stated in the article. They should be supported by some kind of evidence - specific observations or data that are used to support a given claim. For example, the claim that a fish kill was caused by a spill of sulfuric acid into a river might be supported by the following evidence:

• an accident involving a tanker truck containing 1000 gallons of sulfuric acid occurred upstream of the fish kill • 500 dead fish were counted downstream from the accident site by a fisheries biologist the day after the accident • no dead fish were found upstream of the accident • water samples taken downstream from the accident by the biologist indicated a pHmeasurement of 4.0 • previous studies have found that pH measurements of less than 4.5 are toxic to most fish

List two specific claims and the specific evidence supporting them. 9. Do the claims in the report follow logically from the evidence given or are "leaps in logic" required to reach the same conclusions as the authors? Could alternative claims be made from the same evidence? 10. Is there anything in the article that you consider to be "unnecessarily sensationalized" to make a point or to stimulate some emotion? Examples may include misleading or exaggerated titles, phrases that are meant to appeal to our emotions or accompanying photographs. Descriptor Awesome = +3 Good = 42 Not Bad = 2 Needs Work = 1 Choice of article (can be +2 only)

Interesting, current, and relevant article

Interesting and/or relevant and/or current article

Interesting or relevant or current article, short

Not particularly interesting/ current or relevant, short

Summary of article

MLA, concise and meaningful thesis, complete, thoughtful summary

MLA, thesis included, mostly complete summary

Source included, thesis missing, brief summary

Source missing, thesis missing summary is minimal

Evaluation Thoughtful evaluation and discussion of all 10 questions

All questions are answered most are thoughtful

Most questions are answered

Many questions are not answered

Comments:

Name:___________________________________________________________Class:_______________ Date:______________ Determining Biomes using Climatographs

Now that you know how climatographs can be used to determine a region’s climate, you will use a climatograph to determine the biotic and abiotic components of the representative biome. You will be asked to decide which biome is represented by each climatograph you create.

Prec

ipita

tion

Temperature Tropic Temperate Arctic Wet Tropical Rainforest Temperate Deciduous Forest Taiga or Boreal Forest Medium Tropical Savanna Temperate Grassland Arctic Tundra Dry Hot and Dry Desert Temperate Desert Cold Desert

Instructions: 1. Use the data below to create eight climatographs. Label each with the number, the name of the biome it represents, and your

name. 2. Draw each climatograph on a separate piece of graph paper. Remember to use the same scale for all climatographs.

Biome 1 Biome 2 Biome 3 Biome 4

Temp (°C)

Rain (cm)

Jan -5 1.6 Feb -5 2.2 Mar 4 4.8 Apr 11 6.6 May 17 10 Jun 23 9.9 Jul 26 9.4 Aug 24 9.0 Sep 19 8.8 Oct 13 5.2 Nov 5 3.2 Dec -3 2.0

Mon Temp (°C)

Rain (cm)

Jan 26 26.3 Feb 26 26.2 Mar 25.9 29.8 Apr 26 28.3 May 26.2 20.4 Jun 26.3 10.3 Jul 26.5 6.69 Aug 27.2 4.56 Sep 27.5 6.3 Oct 27.5 11.1 Nov 27.1 16.1 Dec 26.6 22.0

Mon Temp (°C)

Rain (cm)

Jan 17 0 Feb 19 0 Mar 24 0 Apr 28 0 May 32 0.7 Jun 34 0.7 Jul 34 6.0 Aug 34 10 Sep 33 0.2 Oct 30 0.2 Nov 23 0 Dec 19 0

Mon Temp (°C)

Rain (cm)

Jan -26 1.6 Feb -26 1.1 Mar -25 1.2 Apr -19 1.0 May -10 1.0 Jun -3 1.6 Jul -3 1.5 Aug -10 2.1 Sep -18 2.1 Oct -21 1.8 Nov -22 2.4 Dec -23 2.5

Biome 5 Biome 6 Biome 7 Biome 8

Temp (°C)

Rain (cm)

Jan -16 6.5 Feb -16 6.1 Mar -11 6.5 Apr -5 5.4 May 1 5.1 Jun 6 6.4 Jul 11 8.5 Aug 11 7.9 Sep 7 6.8 Oct 2 6.2 Nov -3 6.0 Dec -11 6.2

Mon Temp (°C)

Rain (cm)

Jan -4.6 7.6 Feb -4 6.4 Mar 1 7.5 Apr 7.3 7.8 May 13.6 7.8 Jun 19 7.9 Jul 22 7.7 Aug 21 9.9 Sep 17 8.6 Oct 11 7.9 Nov 5 9.5 Dec -2 9.0

Mon Temp (°C)

Rain (cm)

Jan -25 0.5 Feb -28 0.4 Mar -26 0.4 Apr -19 0.4 May -7 0.4 Jun 1.1 0.8 Jul 4 2.2 Aug 3.2 2.5 Sep -1 1.6 Oct -10 1.2 Nov -19 0.6 Dec -24 0.4

Mon Temp (°C)

Rain (cm)

Jan 23.7 0.0 Feb 26.6 0.0 Mar 30.2 0.0 Apr 33 0.0 May 33.1 3.5 Jun 31.4 7.0 Jul 28.6 13 Aug 27.3 19.6 Sep 28.4 9.4 Oct 29.4 1.1 Nov 27.1 0 Dec 24.2 0

Analysis: 1. Name the biome for each of the data sets labeled 1-8. For each, give two pieces of evidence supporting your choice. 2. Describe and explain the reasons for the abiotic and biotic components of each biome

a. Dominant vegetation b. Soil fertility c. Animal species – and adaptations 3. What are the three forest biomes? How can you tell the difference between them using climatographic information? Give specifics relating to temperature and precipitation. 4. What are the three grassland biomes? How can you tell the difference between them using climatographic information? Give specifics relating to temperature and precipitation.

Name ___________________________________________________Date ___________________ Lab Partners ______________________ _____________________ _____________________

Measuring Species Diversity in a forest Using Shannon Weiner Diversity Index

Background: Biodiversity is the population heterogeneity of a community, or the number of species in the area. Maintaining biodiversity is important for a variety of reasons.

• New medicines have been discovered by screening diverse ecosystems. • Genetic diversity in crop plants and their wild relatives provides breeders with the “raw material”

needed to select for traits in response to new agricultural challenges. • Diverse communities are generally less susceptible to perturbation than similar but less diverse

communities. • Biodiversity provides an aesthetic value that humans find appealing.

When pollution is present or a human disturbance has occurred in a community, biodiversity is typically lower than in an undisturbed community.

Diversity indices are typically used to measure and compare species diversity in nature. Comparisons may be important

to assess the impacts of human development or pollution. For example, when human disturbance occurs in an ecological community, diversity is typically low. There are several measurements that are used to quantify diversity:

Species Richness is a count of the total number of different species in the area under study.

Species Evenness is a measure of the relative abundance of species in the area (how individuals are distributed throughout the species). Species Dominance in its simplest form is the most abundant species.

Communities with large number of species with individuals more evenly distributed among those species are the most diverse while communities with few species with individuals making up mostly one of those species are least diverse.

There are several species diversity indices (mathematical equations) used by environmental scientists and ecologists. Any one index will not provide an adequate assessment of diversity. Species diversity should be expressed as a combination of multiple indices.

Purpose: For some ecological investigations, it may be useful to measure diversity of one taxonomic group. For example, if a plant ecologist were interested in studying species of trees, they would measure tree diversity and exclude other kinds of plants and organisms. For this lab, we are concerned with the biodiversity of trees in the forest surrounding NHS. We will measure species richness, evenness, dominance, and the Shannon Diversity Index of the forests and compare it to another habitats. The calculations will be done for our data and for a fictional forest The Shannon Weiner Index

The Shannon Weiner diversity index (H) is an index that is commonly used to characterize species diversity in a community. The Shannon-Weiner index was developed from information theory and is based on measuring uncertainty. The degree of uncertainty of predicting the species of a random sample is related to the diversity of a community. If a community is dominated by one species (low diversity), the uncertainty of prediction is low; a randomly-sampled species is most likely going to be the dominant species. However, if diversity is high, uncertainty is high.

S-W index accounts for both abundance and evenness of the species present. The proportion of species i relative to the total number of species (pi) is calculated, and then multiplied by the natural logarithm of this proportion (lnpi). The resulting product is summed across species, and multiplied by -1:

∑=

−=S

iii ppH

1ln Equation 1

Where pi = the proportion of individuals of species i and H is the S-W index. Notice that there is a negative sign in front of the summation sign. Equation 1 can be rearranged to produce a second (easier) equation

H’ = N ln N - (ni ln ni) ________________

N Equation 2

Where ni = number of individuals of a species and N is the total number of individuals in the community. Equations 1 and 2 are equivalent; you can use either one.

Given a large sample with many species, the Shannon-Weiner Index (H) will vary from 0 to 4.6. A value near zero means that the individuals are all from the same species. A value near 4.6 means that the individuals are evenly distributed among the species.

S-W equitability (EH) (or evenness) can be calculated by dividing H by Hmax (here Hmax = lnS). Equitability assumes a value between 0 and 1 with 1 being complete evenness.

Warning, no single index offers “the best” measure of diversity: they are chosen on their suitability to different situations. It can be difficult to evaluate objectively without reference to other ecosystems.

Summary of Symbols

H’ ni N pi Hmax S EH Shannon Weiner Diversity Index *sometimes seen as just H

Number of individuals of each species

Total number of different species in the community

Relative abundance of each species in the community (ni / N)

Substitute with the ln S

Species Richness (number of different species in community)

Equitability (evenness) = H / ln S

Summary of Equations Equation Possible Interpretation Shannon – Weiner Diversity Equation (1 & 2) H’ = - pi ln pi

Range: 0 – 4.6 0 or close to 0: every species in the sample is the same/ low diversity/ less uncertainty 4.6: number of individuals are evenly distributed between all the species/ higher diversity/uncertainty Values in the middle are ambiguous and, thus, care should be taken when using this index.

Shannon-Weiner Equitability (Evenness) (3) EH = H’/ln S

Range: 0 – 1 Closer to 1: complete evenness

Sample Data Table:

SHHHEH lnmax==

H’ = N ln N - ∑( ni ln ni) ________________

N

Location 1

Species Species Richness (S) = 5

Number of Individuals,

ni

pi = (ni/N) ln pi pi x ln pi

A. Common Backswimmer 12 0.375 -0.981 -0.368

B. Stonefly Larva 7 0.219 -1.519 -0.333

C. Silver Water beetle 2 0.063 -2.765 -0.174

D. Caddis Fly Larva 6 0.188 -1.671 -0.314

E. Water Spider 5 0.156 -1.858 -0.290

Total N = Σni = 32 1.00 ∑=

−=S

iii ppH

1ln

= 1.479

Hmax = ln(S) = ln(5) = 1.61

EH = H/Hmax = 1.479/1.61 = 0.919

Prelab: Compare the above data to the following two tables. Location 2

Species Species Richness (S) = 5

Number of Individuals,

ni

pi = (ni/N) ln pi pi x ln pi

A. Common Backswimmer 0

B. Stonefly Larva 0

C. Silver Water beetle 32

D. Caddis Fly Larva 0

E. Water Spider 0

Total N = Σni = 32 ∑=

−=S

iii ppH

1ln

E = _________ Location 3

Species Species Richness (S) = 5

Number of Individuals,

ni

pi = (ni/N) ln pi pi x ln pi

A. Common Backswimmer 2

B. Stonefly Larva 2

C. Silver Water beetle 2

D. Caddis Fly Larva 2

E. Water Spider 24

Total N = Σni = 32 ∑=

−=S

iii ppH

1ln

E = ____________ 1. Which location has the highest biodiversity based on the Shannon-Weiner Index? Which has the highest evenness? How do they dominant species compare in each location?

Procedure: 1. Set up a 10m x 10 m quadrat – break the quadrat up into 4 sections. Each group will be responsible for

the data for their section. 2. Count the number of trees in the each section – add to get the number in this plot. Record as N for total

number of trees in this 100 m2 plot. 3. ID all the trees in your section. Work as a group - mark the tree as you identify it so it is not counted

twice. 4. Count the number of each species and record. We will combine the data in class. The total number of

different species, Species Richness, (or Tree makes) in each plot = S 5. Get a sample of a leaf from each species. When we get to the class, we will press them. 6. Using a data sheet for your section of the quadrat, count (tally) the number of individuals of different

species of trees ( ni) in your section. The index letter “i” simply runs from 1 to S, tracking each species of tree. Share data with other members of the class so that you have data for all four sections and therefore, the whole plot.

7. In your class data table, calculate the relative abundance (pi) for each tree species in the quadrat to three

decimal places. This is the proportion of the community represented by each species i.

pi = ni/N

ni = number of individuals in species i (i.e., the number of each type of tree) N = total number of individuals in all species (all trees sampled)

8. Calculate the Shannon Diversity Index (H’, read as “H prime”) to three decimal places.

H’ = - Σ [pi⋅ln(pi)] Perform the summation (Σ) for i=1 to S using the attached sheet. Note the negative sign in front of the summation. This ensures the index will be positive. A greater H’ indicates higher diversity. Do the same for the Fictional Forest.

9. Complete the Diversity Measurement table for the quadrat. a. For Species Richness, use S b. Compare Species Evenness for the plot and for the Fictional Forest. between both quadrats. For

Dominance, indicate the dominant species for each quadrat. c. Insert the Shannon Diversity Index (H’)

10. Complete Discussion/Conclusions section. Ensure your comments are clear and easy to read (i.e.,

organized). This section must be completed on a separate sheet, preferably typed.

Data for each section of the 10m x 10m quadrat.

Tree

Species Section 1 Section 2 Section 3 Section 4 Quadrat

Species Diversity Data Sheet Location ________________________________ Temperature ____________ Day ______ Date__________________________ Precipitation ____________ Time Begin______ Time End ______ Map Info _______________ Misc. _______________________________ Instrument(s) ____________

NHS Forest Tree Species i ni pi ln(pi) pi⋅ln(pi) 1 2 3 4 5 6 7 8 9 10 TOTAL S= N= 1.00 H’=

Shannon Weiner Index (H) = __________________________

Species Evenness ( H / Hmax) = __________________________

Fictional Forest Tree Species i ni pi ln(pi) pi⋅ln(pi) Oak 1 5 Maple 2 17 Pine 3 4 Beech 4 1 Birch 5 2 Hickory 6 1 Cedar 8 1 TOTAL S= N= 1.00 H’= Shannon Weiner Index (H) = __________________________ Species Evenness ( H / Hmax) = __________________________

Diversity Measurement Data Sheet Diversity Measurement NHS Forest Community Fictional Forest Community Species Richness (S)

Species Evenness (E)

Species Dominance Tree and percent

Shannon Diversity Index (H’)

Discussion/Conclusions: 1. Discuss the diversity of your plot of forest. Use Shannon Weiner index, species evenness, and species abundance to justify your answer. 2. Compare and contrast the species diversity of your plot to the Fictional Forest. Which lot is the most diverse? And why? Use data. 2. What is the single most abundant species in each community? What percent of the total is it? 3. As previously stated, a greater H’ indicates higher diversity. Predict whether the Shannon Weiner Diversity Index would be high or low for the following situations as indicated. Explain why you think so.

a) An apple orchard b) Trees in NYC c) Trees in your yard d) The rainforest.

5. Out of the two forests, yours and the Fictional Forest, which would be most likely to survive an extreme weather event such as a drought or a hurricane? Why?

6. Out of the two forests, yours and the Fictional Forest, which would be most likely to have the most diversity of animals? Why? 7. List and elaborate on any sources of error that may have affected your lab results. 8. List a three other applications for which the S-W diversity index value would be beneficial for someone to know. 9. Identify three reasons why the species diversity for a forest might change. 10. Using the total number of trees in our 10 m x 10 m quadrat, calculate the tree density in our plot. 11. Using the total number of trees in our 10 m x 10 m quadrat, calculate the number of trees that would be in the forest if the forest was 2000 hectares. 12. Calculate how many of each species there would be in a 2000 hectare forest.

Name: ______________________________

To Log or not to Log – that is the question? Background Information Cite sources (list of URL’s is fine) 1. What is the difference between: National Park, Wilderness Area, National Forest, and Public Rangelands? a. What is it? b. Include a description of the natural capital and services each provides. c. Who manages it? d. What is protected? e. A description of the laws governing them f. An example of each 2. What is meant by Multiple Use? 3. Describe the different types of logging: Clear Cutting, Strip Cutting, Selective Cutting, Shelterwood Cutting 4. What is meant by Sustainable Forestry? 5. Scenario: Apestown is located in Colorado bordering on Rocky Mountain National Park and within the borders of Roosevelt National Forest. The residents are faced with the following issue

A logging company, Timber-Mart, would like to log in the national forest within the borders of the town. The forest is an old growth forest with many very large trees which makes it attractive to Timber-Mart. They are willing to pay standard fees for the trees logged. They would also like to build a sawmill to process the trees onsite, including several buildings and roads for trucking the trees and harvested lumber in and out of the area.

Research the Pros and Cons of logging on this land. (Try to consider the point of view of different stakeholders: Residents, environmentalists, town selectmen, Timbermart) 6. Be Prepared to discuss the issue in class Everyone MUST participate – I will be keeping track!!

Land Use: (56 pts) Area What is it? What is

protected Ecosystem Services

Natural Capital Gov’t agency Applicable Law

Example

National Forest

Public Rangeland

National Park

Wilderness Area

2. What is Multiple Use: (5 pts)

Name: ___________________________________________________________________ 3. Explain: (12 pts)

1. Clear cutting:

2. Strip cutting:

3. Selective cutting:

4. Shelterwood cutting

4. What is sustainable Forestry? (5 pts)

6. Pros and Cons of Logging (a min of 5 - real fact based evidence, cite sources) (30 pts)

PROs CONS

Name:____________________________________Class:____________________Date:______________ Purpose: To demonstrate the effects of thermal and chemical pollution on aquatic animal life. For these activities, you will use a culture of yeast with milk as a food supply. The yeast used in these experiments represents any cold-blooded form of animal life that lives in water. (unicellular or multicellular animals such as paramecium, macro invertebrates, fish, crawfish, frogs, worms etc…) The methylene blue is a dye that indicates the presence of oxygen. When oxygen is present, the dye remains blue. As oxygen is depleted, the dye loses its color. Part A: The Normal Environment. For this part of the experiment, you will need: a plastic cup, the milk solution, a plastic culture tube, a pipette, the yeast suspension, a thermometer, a hot plate, and methylene blue.

• Warm some water to about 35 deg C. • Put some yeast into one of the plastic cups and put milk (100 ml) into a second plastic cup. • Pour the milk into the plastic tube until it is about ½ full. • Add 20 drops of the yeast suspension • Add 15 drops of the methylene blue. • Cap the tube and gently shake. Place the tube into the warm water. • Record your initial observations (color, presence of bubbling): • Place the tube in the warm water for about 5 – 10 minutes. Record your observations

Time Bubbling Color Other

Initial

3 minutes

5 – 10 minutes

1. What is the cause of the bubbling? 2. Why did the color change? What has the yeast done to the oxygen? 3. In order to survive, animals need oxygen. Aquatic animals get their oxygen from oxygen gas dissolved in the water ( D.O.). How does oxygen get dissolved in the water?

• Seal the plastic tube and shake it again. This simulates the action of waterfalls, waves, or riffles.

4. What happens to the color? What does this tell us about the oxygen?

• Let the tube sit in the warm water for another 5 minutes. 5. What happens? Part B: Effects of Temperature Aquatic organisms are sensitive to temperature. Most organisms have a narrow range of temperature in which they can exist and cannot survive changes of more than a few degrees in the water temperature. You will need: yeast, milk, 3 tubes, pipettes, 3 styrofoam cups, ice, hot plates, methylene blue.

• Prepare three water baths of different temperatures: 15 deg C; 35 deg C; 55 deg C • When the water baths are set, fill three plastic culture tubes ½ full with milk. Add 20 drops of the yeast

suspension, and 15 drops of the methylene blue to each tube. • Gently shake each tube and place into the three different baths. • Observe (color and bubbling and rate at which color changes

Temp deg C Initial observations After 10 minutes

15

35

55

6.What do you conclude from your results? 7. What do you conclude about the rate at which organisms use oxygen at different temperatures?

• Clean out the tubes. Fill one tube with the cold water and one with the hot water and 15 drops of methylene blue. Observe the color.

8. What can you conclude about how temperature affects the amount of dissolved oxygen water can hold.

Gases dissolve in water as it flows down streams, over rocks and waterfalls, and as the wind causes waves. At low temperatures, larger amounts of gases, such as oxygen, will dissolve. Picture a pot of water about to boil. Some of the bubbles around the bottom of the pot ( and your culture tube) are gases that are coming out of the water because of high temperatures. 9. Make a statement concerning the effects of temperature on life in the water. Part C: Chemical Contamination Man dumps many materials into the water that normally are not found there. Many different types of chemicals produced by man are harmful to other organisms. Various poisons are released into waters by factories, mines, and other businesses. These chemicals can, like temperature, pollute directly or indirectly. Direct pollution can kill organisms directly. One material that can end up in the water is lead. Lead is a heavy metal used in paint and metal factories. It is a neurotoxin for humans. We will use a solution of lead nitrate for this experiment. 1. Get 2 culture tubes and be sure that they are clean. Fill both tubes about ½ way with milk. Add 20 drops of yeast suspension and 15 drops of methylene blue to each test tube. Add 10 drops of lead nitrate to one of the tubes. Cover the tubes and shake well. Observe the tubes for several minutes and record your observations here. 2. What do you conclude about the effects of the lead on the use of oxygen by the yeast. Lead inactivates enzymes which yeast need to break down food. If the yeast can’t break down the food, then it won’t use oxygen.

Another way in which a chemical can pollute the environment is by upsetting the balance of the number of organisms. Chemicals that make one animal grow in numbers more than usual are indirect pollutants. This prospering organism may use up nutrients that other organisms need to live. Animals produce waste products. The animal’s wastes will be more than the environment can handle. They change the makeup of the water so that the original animals can no longer live there. Cultural Eutrophication: Fertilizers are another type of pollutants. Fertilizers typically contain different amounts of nitrates, phosphates, and potassium. These nutrients stimulate the growth of algae. Algae is a green plant and produces both food and oxygen. Algae grows on the surface of water. Remember how the milk and yeast with the indicator in part A only remained blue on the surface. This is also how ponds and other still water get oxygen, from the surface. If too much algae grown on the surface, it blocks off all the area in contact with oxygen and can suffocate the pond. Excess algae can also lead to hypoxia. As algae dies, it sinks to the bottom. During the decay process, bacteria use up oxygen in the water causing oxygen depletion. Extension questions: Answer on a separate piece of paper.

1. Summarize the effects of heat on living things.

2. Streams and rivers have been widened and slowed by dams. How would this slowing of water affect the amount of Oxygen present in the water? Explain. What effect would this have on the organisms that live in the water?

3. As the cost of electricity gets higher and fossil fuels get rarer, many areas may turn to nuclear power to generate electricity. One of the drawbacks to nuclear power is the very large amount of heat given off by the nuclear reactors. Surface water is often drawn into a nuclear reactor to use as a coolant. If a nuclear power plant were to be built near you, what would you suggest to the builders?

4. What are some ways that pollution can be reduced in the waterways near you?

Name: ______________________________________________ Date: __________________

Your Ecological Footprint

1. Go to the following website, read about what an ecological footprint is and do your footprint: http://www.footprintnetwork.org/gfn_sub.php?content=footprint_overview . Use your footprint to fill in the top part of the table on the next page. THEN, Decide on some changes you can make to reduce your footprint and redo your footprint. Use this information to help you decide on positive changes you commit to this year to reduce your footprint. 2. Compare your footprint to the USA and the world and finish the table on the next page: http://www.footprintnetwork.org/gfn_sub.php?content=footprint_acres 3. Visit http://chartsbin.com/project/our_planet_in_ecological_debt.html for some good info 4. Answer the questions. World Footprint: Do we fit on the planet? Today humanity uses the equivalent of 1.5 planets to provide the resources we use and absorb our waste. This means it now takes the Earth one year and six months to regenerate what we use in a year. Moderate UN (United Nations) scenarios suggest that if current population and consumption trends continue, by the 2030s, we will need the equivalent of two Earths to support us. And of course, we only have one. Turning resources into waste faster than waste can be turned back into resources puts us in global ecological overshoot, depleting the very resources on which human life and biodiversity depend. The result is collapsing fisheries, diminishing forest cover, depletion of fresh water systems, and the build up of carbon dioxide emissions. These are just a few of the most noticeable effects of overshoot. Overshoot also contributes to resource conflicts and wars, mass migrations, famine, disease and other human health related issues. So what will it take for humanity to live within the means of one planet? Individuals and institutions worldwide must begin to recognize ecological limits. We must begin to make ecological limits central to our decision-making and use human ingenuity to find new ways to live, within the Earth’s bounds. This means investing in technology and infrastructure that will allow us to operate in a resource-constrained world. It means taking individual action, and creating the public demand for businesses and policy makers to participate. Using tools like the Ecological Footprint to manage our ecological assets is essential for humanity’s success. Knowing how much nature we have, how much we use, and who uses what is the first step, and will allow us to track our progress as we work toward our goal of sustainable, one-planet living.

Ecological Footprint Activity Your Ecological Footprint:

# Earths

# global acres

Tons CO2

_______%Food, _______% Shelter, _______% Mobility, _______% Goods, _______% Services

Average Ecological Footprint in US

# global acres

Average Ecological Footprint in World

# global acres

Footprint needed for sustainability (bio-capacity)

# global acres

Countries with Highest Footprints:

1.

2.

3.

Footprint in global acres/person 1. 2. 3.

Countries with Lowest Footprints:

1.

2.

3.

Footprint in global acres/person 1. 2. 3.

What are some things that affect the growth of the ecological footprint of nations?

1. 2. 3. 4. How would you expect eco-footprints to change in the next 20 years? (explain) How would you expect eco-footprints to change in the next 40 years? (explain)

Two things that add to your

footprint Two things you can do to decrease your footprint (redo your footprint)

Food

1. 2.

1. 2.

Transportation

1. 2.

1. 2.

Shelter/ Energy

1. 2.

1. 2.

Goods/Services

1. 2.

1. 2.

Waste

1. 2.

1. 2.

1. Is your footprint higher or lower that the average for the USA? For the World?

2. Do you think it is a fair assessment? Explain.

3. How might your lifestyle or standard of living be affected if you made the changes to decrease your footprint?

4. Choose TWO of the changes that you will COMMIT to making this year and write them here and on the colored footprint. Cut out the footprint.

5. What are the repercussions if “we” do NOT make changes to our ecological footprints?

6. Define sustainability –

7. What does sustainability mean to you personally?