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HUMAN IMPACT on the
BIOSPHERE
Chapter 6-2
Renewable and Non-renewable
Resources
RENEWABLE
________________
RESOURCES
can ____________
regenerate if they are alive OR
cycles
be replaced by biogeochemical ________
if they are non-living
http://www.inclusive.co.uk/downloads/images/pics2/tree.gif
http://www.sfu.ca/aq/archives/Nov2007/features/fish_story.html
http://www.navitron.org.uk/wind/600kw.JPG
RENEWABLE RESOURCES
“Renewable” depends on context
individual
Ex: An _________tree
can be re-grown, but a
__________
population of trees in
an ecosystem may
NOT be replaceable
http://image.guardian.co.uk/sys-images/Guardian/Pix/gallery/2002/08/30/deforestedland.jpg
“Renewable” depends on context
Many forests in USA
have been logged at
least once and have
grown back naturally.
OLD GROWTH
_______________
forests have never
been cut. It takes centuries to replace
these and species may be lost.
http://image.guardian.co.uk/sys-images/Guardian/Pix/gallery/2002/08/30/deforestedland.jpg
RENEWABLE RESOURCES
“Renewable” depends on context
Ex:
Old growth forests
“_____________”
provide a unique
_______ and are
habitat
home to many
species that don’t
live in other
types of forests
http://en.wikipedia.org/wiki/Old_growth_forest
NONRENEWABLE RESOURCES
Renewable does NOT mean
__________________
unlimited
Fresh water is a renewable
Ex: ______________
resource but can become limited by
_______ OR ________
drought
overuse
http://earth.ooups.com/uk/images/100/tapwater.jpg
http://www.wrightwoodcalif.com/watershort/ConserveWater.JPG
NONRENEWABLE RESOURCES
NOT BE replenished
can ___________________________
by natural processes
http://www.greenpeace.org/raw/image_full/international/photosvideos/photos/illegal-deforestation-and-land.jpg
http://www.npr.org/news/images/2005/aug/16/pumping_gas200.jpg
THE BIG QUESTION ?
Human activities can affect the
quality and supply
_____________________of
renewable
resources such as:
land, forests, fisheries, air,
and fresh water
How can we provide for our needs
while maintaining ecosystem goods
and services that are renewable?
One ANSWER to ?
SUSTAINABLE DEVELOPMENT
= ____________________________
using
It’s a way of _________
natural
resources __________________
without depleting them
and providing for human needs
WITHOUT causing long term
environmental harm
__________________
http://www.newtonswindow.com/problem-solving.htm
REMEMBER
RESOURCE
A __________________
is anything an organism
needs for life
NATURAL RESOURCES =
LAND
AIR
WATER
http://coweeta.ecology.uga.edu/coweeta_photographs/erosion.htm
FORESTS
http://www.lenntech.com/images/discharge.gif
LAND RESOURCES
space for
Provide _________
human communities
http://www.fotogalerie-naturpur.de/pic/land1.html
Provide _____________
raw materials
for industry
http://lloydsfunds.com/mining_12.jpg
LAND RESOURCES
SOIL
Land resources include __________
renewable
which is a ______________
resource
if managed properly.
TOPSOIL
____________is
made of sand, clay, rock,
and _________(decayed
organisms) and is
humus
produced and maintained by interactions
between soil and plants growing in it.
LAND RESOURCES
Wearing away of topsoil =
Soil erosion is caused by plowing
____________
land and removing plant roots
http://coweeta.ecology.uga.edu/coweeta_photographs/erosion.htm
LAND RESOURCES
Desertification
___________________
= changing of
fertile land in dry climates into desert
areas caused by farming, overgrazing,
and drought
http://www.the-human-race.com/images/environment/drought.jpg
Sustainable Agriculture
Section 6-4
Cover Crops
Legumes, grasses, and other
cover crops recycle soil nutrients,
reduce fertilizer need, and
prevent weed growth.
Controlled Grazing
By managing graze periods and herd
densities, farmers can improve nutrient
cycling, increase the effectiveness of
precipitation, and increase the carrying
capacity of pastures.
A
B
Biological Pest Control
The use of predators and parasites
to control destructive insects
minimizes pesticide use as well as
crop damage
C
Yr. 1
corn
Contour Plowing
Contour plowing reduces
soil erosion from land runoff.
On hilly areas, plowing is done
across the hill rather than
straight up and down.
oats alfalfa
Yr. 2
corn alfalfa
Yr. 3
oats
alfalfa
alfalfa
(plowed in)
corn
Crop Rotation
Different crops use and
replenish different nutrients.
By rotating crops, the loss
of important plant nutrients
is decreased.
FOREST RESOURCES
Provide _________
wood
for
products ranging from
homes to paper
http://www.nature.org/images/sotw_logging.jpg
Wood provides
fuel
_________
in many countries
http://www.forestlearn.org/graphics/wood_fuel.jpg
FOREST RESOURCES
Forests have
been called the
“lungs of the Earth”
because they
remove
carbon dioxide
________________
and produce
oxygen
______________
http://www.ecoworld.com/air/Images/Photosynthesis.jpg
http://www.gdccc.org/Records/EOY2004/NS%20Salon%20HM%20Brittain%20Roger%20Owl%20in%20Hole%20No%202.jpg
FOREST RESOURCES
Forests also:
nutrients
Store ___________
habitats
Provide_________
climate
Moderate ________
prevent
_______soil erosion
Protect fresh ______
water
FOREST RESOURCES
Loss of forests = ____________
deforestation
can result in erosion and loss of
nutrients preventing regrowth
http://www.greenpeace.org/raw/image_full/international/photosvideos/photos/illegal-deforestation-and-land.jpg
HOW DO WE HELP?
Sustainable development:
• selective harvest of mature trees
• replanting of logged areas
• tree farms
• breeding new, faster growing species
AIR RESOURCES
Pollutant
______________
= harmful material that
can enter the biosphere through land,
air, or water
smog =
_________
Mixture of
chemicals that
appear as a
gray-brown haze
in the
atmosphere
http://www.cyberolimpiadas.com.sv/proyectos2004/gamma/proyecto3/smog.jpg
AIR RESOURCES
fossil fuels releases pollutants
Burning __________
that cause smog and other problems
in atmosphere.
Toxic chemicals
like nitrates,
sulfates, and
particulates
can cause
breathing
problems
________________
asthma
like ___________
http://www.cyberolimpiadas.com.sv/proyectos2004/gamma/proyecto3/smog.jpg
SUSTAINABLE DEVELOPMENT
• Smokestack “Scrubbers”
control emissions
• Auto emission standards
• Clean air regulations
• Reduce use of fossil fuels
http://www.alexvisani.com/darkgallery/smog.jpg
FRESH WATER RESOURCES
Americans use BILLIONS of gallons of
drinking ________
washing
freshwater daily for ________,
watering crops
and ___________________
http://www.thesolutionsite.com/lesson/4601/freshwater.jpg
FRESH WATER RESOURCES
renewable
Although water is a ______________
resource, the total supply of fresh
water is __________.
limited
http://www.mos.org/oceans/graphics/planet/watercycle.jpg
FRESH WATER RESOURCES
pollutants
Wetlands remove _____________
and
purify
________
water passing through.
http://www.epa.gov/bioiweb1/aquatic/importance.html
SUSTAINABLE DEVELOPMENT
• Water conservation
• Protect wetlands
and forests
• Water treatment plants
• Clean water regulations
hhttp://www.romanviii.co.uk/bp/nhpage.asp?pcat=about_us
DON’T FORGET THE WATER WE
CAN’T SEE!
The PRODUCTION OF:
• 1 kg wheat costs 1,300 L water
• kg rice costs 3,400 L water
• 1 kg eggs costs 3,300 L water
• 1 kg beef costs 15,000 L water
• 1 cotton shirt costs 2,500 L water
• 1000 g of blue jeans costs 10,850 liters water
• 1 ton passenger car costs 400,000 liters of water
• Building a house uses about 6 million liters of water
WAYS TO CONSERVE WATER
http://www.watersavingtips.org/images/saving_1.jpg
SOUTH DAKOTA
CORE SCIENCE STANDARDS
NATURE OF SCIENCE:
Indicator 1: Understand the nature and
origin of scientific knowledge
9-12.N.1.1. Students are able to evaluate a scientific
discovery to determine and describe how societal,
cultural, and personal beliefs influence scientific
investigations and interpretations
•Recognize scientific knowledge is not merely a set of static facts
but is dynamic and affords the best current explanations.
•Discuss how progress in science can be affected by social issues.
SOUTH DAKOTA
CORE SCIENCE STANDARDS
NATURE OF SCIENCE:
Indicator 1: Understand the nature and
origin of scientific knowledge
9-12.N.1.2. Students are able to describe the role of
observation and evidence in the development and
modification of hypotheses, theories, and laws.
•Recognize and analyze alternative explanations and models.
•Evaluate the scientific accuracy of information relevant to a specific issue
SOUTH DAKOTA
CORE SCIENCE STANDARDS
LIFE SCIENCE:
Indicator 3: Analyze how organisms are linked to one
another and the environment.
9-12.L.3.1. Students are able to identify factors that can
cause changes in stability of populations, communities,
and ecosystems.
• Predict the results of biotic and abiotic interactions.
Examples:
Fluctuation in available resources
(water, food, shelter)
Human activity
Response to external stimuli
SOUTH DAKOTA
CORE SCIENCE STANDARDS
EARTH SCIENCE:
Indicator 1: Analyze the various structures and
processes of the Earth system.
9-12.E.1.2. Students are able to describe how atmospheric
chemistry may affect global climate.
Examples: Greenhouse Effect, ozone depletion,
ocean’s effects on weather
9-12.E.1.3. Students are able to assess how human activity
has changed the land, ocean, and atmosphere of Earth.
Examples: forest cover, chemical usage, farming,
urban sprawl, grazing
SOUTH DAKOTA
CORE SCIENCE STANDARDS
TECHNOLOGY, ENVIRONMENT, & SOCIETY:
Indicator 1: Analyze various implications/effects of
scientific advancement within the environment and society.
9-12.S.1.2. Students are able to evaluate and describe the impact of
scientific discoveries on historical events and social, economic, and
ethical issues.
Examples: nuclear power, global warming, and alternative fuels
SOUTH DAKOTA
ADVANCED SCIENCE STANDARDS
LIFE SCIENCE:
Indicator 3: Analyze how organisms are linked to one
another and the environment.
9-12.L.3.1A. Students are able to relate genetic, instinct,
and behavior patterns to biodiversity and survival of
species. (SYNTHESIS)
• Relate the introduction of non-native species to the
disruption of an ecosystem.
Examples: zebra mussels
SOUTH DAKOTA
CORE SCIENCE STANDARDS
TECHNOLOGY, ENVIRONMENT, & SOCIETY:
Indicator 2: Analyze the relationships/interactions
among science, technology, environment, and society.
9-12.S.2.1. Students are able to describe immediate and long-term
consequences of potential solutions for technological issues.
Examples:
environmental, power and transportation, energy sources, issues
9-12.S.2.2. Students are able to analyze factors that could limit technological
design.
Examples: ethics, environmental impact, manufacturing processes,
operation, maintenance, replacement, disposal, and liability
9-12.S.2.3. Students are able to analyze and describe the benefits, limitations,
cost, and consequences involved in using, conserving, or recycling
resources.
Examples: agriculture, energy
Core High School
Nature of Science
Performance Descriptors
High school students
performing at the
ADVANCED level:
High school students
performing at the
PROFICIENT level:
given a scientific discovery, evaluate how different
societal, cultural, and personal beliefs influenced the
investigation and its interpretation;
High school students
performing at the
BASIC level:
describe the role of observation in the development
of hypotheses, theories, and laws and conduct
student investigations;
given a scientific discovery narrative, identify the
cultural and personal beliefs that influenced the
investigation.
given a scientific discovery narrative, determine and
describe how societal, cultural, and personal beliefs
influenced the investigation and its interpretation;
Core High School
Life/Earth Science
Performance Descriptors
High school students
performing at the
ADVANCED level:
High school students
performing at the
PROFICIENT level:
predict the effect of an interruption in a given cycles;
predict how human activity may change the land,
ocean, and atmosphere of Earth.
High school students
performing at the
BASIC level:
describe one factor that may affect global climate;
give an example of human activity that changes the
land, ocean, or atmosphere of Earth
predict how life systems respond to changes in
the environment;
describe how various factors may affect global
climate;
explain how human activity changes the land, ocean,
and atmosphere of Earth
Core High School
Technology, Environment, Society
Performance Descriptors
High school students
performing at the
ADVANCED level:
High school students
performing at the
PROFICIENT level:
modify a technology taking into consideration limiting
factors of design;
given a narrative of a scientific discovery, defend a position
on the impact of the ethical issues.
High school students
performing at the
BASIC level:
given a narrative of a scientific discovery, identify the
immediate consequences of scientific issues;
identify ethical roles and responsibilities concerning a given
research project;
identify factors that could limit technological design;
given a narrative description of a resource, describe a
benefit and limitation involved in its use, conservation, or
recycling.
given a narrative of a scientific discovery, identify and
evaluate the immediate and long-term consequences of
scientific issues
evaluate factors that could limit technological design;
given a narrative description of a resource, analyze and
describe the benefits, limitations, cost, and consequences
involved in its use, conservation, or recycling
SOURCES
http://www.animation-station.com/smileys/index.php?page=17
http://mff.dsisd.net/Environment/Cycles.htm
http://www.romanviii.co.uk/bp/nhpage.asp?pcat=about_us
SOURCES
http://www.oldetimecooking.com/Images/Fruits/Apple.jpg
http://vilenski.org/science/safari/classifyall/eukaryotic.html
http://dustconnection.com/images/stories/cleaning_bucket_sm.jpg