Download humanimpact63

HUMAN IMPACT on the
BIOSPHERE
Chapter 6-3
BIODIVERSITY
http://www.millan.net
The sum of the genetically based
variety of all the organisms in the
BIODIVERSITY
biosphere = ___________________
stability to the
Biodiversity gives __________
ecosystems that we are so dependent
productivity and
on, enhances their ____________,
provides an important source of new
medicine and other _________
food
products .
_____, ________,
THREATS TO BIODIVERSITY
HABITAT DESTRUCTION
_______________________
Deforestation
____________
Fragmentation
____________
pollution
____________
Invasive species
______________________
Poaching & over hunting
______________________
BIODIVERSITY THREAT
Development of natural areas for cities or
habitat destruction
agriculture results in ____________________
http://www.simtropolis.com/idealbb/files/SG_ShoppingCenter.JPG
BIODIVERSITY THREAT
http://www.lubee.org/images/about-threats-1.jpg
Tropical rainforests are disappearing
at a rate of about 80 acres per minute.
http://www.abc.net.au/news/newsitems/200506/s1384632.htm
BIODIVERSITY THREAT
Changes in Brazilian rainforest over 30 years
The tropical rainforests once covered more
than 14% of the earth's total land surface,
but now cover less than 6%.
BIODIVERSITY THREAT
http://www.wri.org/biodiv/pubs_maps_description.cfm?ImageID=1553
Nearly half of the world's species of plants, animals
and microorganisms will be destroyed or severely
threatened over the next quarter century due to
rainforest deforestation.
____________________________
BIODIVERSITY THREAT
Splitting a habitat into smaller disconnected
pieces = _____________________
Habitat fragmentation
It results in small “islands”
of natural area isolated
from each other by crop
land, pasture, pavement,
or even barren land.
http://en.wikipedia.org/wiki/Habitat_fragmentation
BIODIVERSITY THREAT
One of most important threats to
biodiversity come from apparently
harmless plants or animals that
humans transport into new habitats =
_____________________
INVASIVE SPECIES
PREDATORS
New habitats don’t have ____________
and parasites that control the population
in their native habitats, so invasive species
INCREASE rapidly.
populations _____________
EXAMPLES OF INVASIVE SPECIES
http://psephos.adam-carr.net/countries/a/australia/images/australiamap.gif
24 rabbits turned loose for
hunting in 1859 in Australia,
reproduced at such a rapid
rate they have taken over
the continent.
Within 10 years they had
multiplied so rapidly, 2 million
rabbits a year could be shot or
trapped without any noticeable
effect on population.
http://en.wikipedia.org/wiki/Image:Wild_rabbit.jpg
EXAMPLES OF INVASIVE SPECIES
http://en.wikipedia.org/wiki/Image:Rabbit-erosion.jpg
They are believed to be
responsible for the
_______________
of 1/8 of
extinction
the mammal species,
unknown numbers of plant
species, as well as serious
________________
soil erosion. problems.
It is still a major problem and rabbit diseases have
been purposely introduced to try to control the
population.
http://www.csiro.au/communication/rabbits/qa1.htm
EXAMPLES OF INVASIVE SPECIES
Zebra mussels are native to the Caspian Sea
_________________
region of Asia. They are believed to have been
transported to the Great Lakes in the ballast water
from a ship.
They were first discovered in 1988, and have since
spread rapidly to all of the Great Lakes
and waterways in many
states including
_______________________
SOUTH DAKOTA
and into Canada.
http://en.wikipedia.org/wiki/Image:Dreissena_polymorpha3.jpg
PROBLEMS CAUSED BY ZEBRA MUSSELS
•Clog power plant and public water intakes and
pipes, costing taxpayers millions of dollars
· Damage boat engines
· Blanket shorelines with their sharp shells
and foul smell
· Consume available food for
native species and smother
native mussels
· Threaten water-based
recreational activities
http://en.wikipedia.org/wiki/Zebra_mussel
EXAMPLES OF INVASIVE SPECIES
http://www.team.ars.usda.gov/v2/ctoavsimages/newfrontpgpic2.jpg
LEAFY SPURGE is native to
__________________
Europe and Asia and first appeared
in Massachusetts in 1827.
Across _____________
South Dakota and much of the
Great Plains, leafy spurge is one of the most
crowding out
threatening invasive plants, ____________
native grassland and damaging
grazing land
___________________.
EXAMPLES OF INVASIVE SPECIES
http://www.nps.gov/plants/alien/map/eues1.htm
302,000 acres in
South Dakota are
infested with
LEAFY SPURGE.
According to the U.S. Department of Agriculture,
leafy spurge infestations in the Dakotas, Montana
and Wyoming alone cost agricultural producers
and taxpayers at least $144 million annually in
production losses, control expenses and
other impacts to the economy .
BIODIVERSITY THREAT
pollutants
The addition of ________________
= harmful materials that can enter the
biosphere through land, water or air
can also threaten biodiversity.
http://www.kidcrosswords.com/kidoutdoors/the%20environment/pollution_smokestacks.jpg
http://www.iol.ie/~carigeen/pollution.jpg
Example:
_____
DDT was first modern insecticide
It was cheap, stayed active for long
time, and kills many different insects
Used to control agriculture pests
and disease carrying
MOSQUITOES
_______________
http://www.michigan.gov/images/mosquito_65147_7.jpg
When DDT was sprayed, it
drained into rivers and
streams at LOW
concentrations.
http://www.ci.cypress.ca.us/public_works/stormwater_images/kids_watershed.jpg
DDT in the environment gets into
food chain is
organisms through the ___________,
stored in __________,
and
tissues
______________________.
doesn’t degrade
http://www.geocities.com/~greyhawk_1/sh_eagle-9.jpg
BIOLOGICAL MAGNIFICATION
______________________________
= the concentration
____________ of a harmful substance
increases
____________as
it passes to organisms at
higher trophic
_______________levels
in food chain or web.
Plants pick up
DDT from water
& store it
→
Herbivores eat
plants and store
some DDT
→
Carnivores eat
herbivores and
store more DDT
Figure 6-16 Biological Magnification of DDT
Section 6-3
Magnification of
DDT Concentration
Fish-Eating Birds
10,000,000
Large
Fish
1,000,000
Small Fish 100,000
Zooplankton 10,000
Producers 1000
Water
Go to
Section:
1
The wide spread use of DDT threatened
many species… especially fish eating
birds like osprey, brown pelican, and
bald eagles.
http://image10.webshots.com/11/3/94/67/2146394670011493049pwlCDV_ph.jpg
DDT causes birds to lay
fragile
eggs with ___________
shells so eggs would
break when sat on.
American Bald Eagle was declared
endangered in 1967. It has since been
“threatened”
reclassified as _____________________
http://www.kimball.k12.sd.us/Heroes%20Web%20Page/Pictures/Rachel%20Carson.jpg
In 1962, American biologist
Rachel Carson published the
_______________
book,_____________
Silent Spring which
told of DDT’s harmful effects.
The book led to a large public outcry and
banned
eventually resulted in DDT being _________
in the United States in the 1970’s
The book was one of the important events in
environmental movement
the birth of the _________________________.
WHAT DOES IT MEAN?
REMEMBER!
Everything is connected.
BIODIVERSITY is a measure
of the health of an ecosystem.
Image from: Pearson Education Inc, publishing as Pearson Prentice Hall ©2006
CONSERVING BIODIVERSITY
Wise management of natural resources =
__________________
conservation
Protecting endangered species requires
detailed information about
ecological relationships
__________________________
We can’t protect a species without
interacts
understanding how it ____________
with
the _________________.
ecosystem
CONSERVING BIODIVERSITY
Examples of efforts to keep a species from
becoming extinct:
Captive breeding
___________________
(raised and protected in zoos until
population is stable, then returned to wild
http://www.blackfootedferret.org/
CONSERVING BIODIVERSITY
Today
conservation
efforts focus on
protecting entire
ecosystems not
just individual
species
HOT
SPOTS =
______________
are places that are
MOST endangered
Image from: Pearson Education Inc publishing as Pearson Prentice Hall© 2006
WHAT CAN BE DONE?
• Set aside land for parks/preserves
• Research to understand species/ecosystem
interactions
• Concentration of $
on HOT SPOTS to
maximize results for
$ spent
http://www.anselm.edu/homepage/jpitocch/genbios/piplosign6403.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