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    Biozone AP Environmental Science Workbook New Edition

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    Shamanthak

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    ~~ \ ENVIRONMENTA SCIENCE [HIRD EDITION ) J é 4 a i )BIOZONE : ENVIRONMENTAL SCIENCE Student Workbook First exiton: 2007 ‘Second edton: 2011 ‘Third ection: 2013 ISBN 978-1-927173-55-8 Copyright © 2013 Richard Aten Published by BIOZONE International Lt Printed by REPLIKA PRESS PVT LTD using paper produced trom renewable anc waste materials Front cover photographs: Wind turbine: iStockphoto © 2012 Stetan Schulze Dubai at night iStockphoto © 2011 Ola! Loose istockphotos(wwistockphato.com) About the Writing Team TTacey Greenwood jolned the stat of Biozone a he beginning of | 1993. She has @ PRD in blogy, specialising in ako ecology, and ‘taught undergraduate and gradusta tology atthe Universiy of Waikato forfour year. Kent Pryor has @ BSe rom Massey University majoring in zoology {and ecology. He was a secondary schoolteacher in bilogy and hmnsty fr 9 yoars bole joining Blozone ae an author n 2000, Lissa Bainbridge-Smith worked in industry in a research and evelopment capacity freight year before joining Biozone in 2006, Lissa has an M.Se rom Waikato Univers, Fichard Alan has had 11 years experience teaching senor tology at lest High Schoo! in Hamilton, Naw Zealand He attained Masters degree in ology at Waikato University, New Zealand, Editorial Consultant: Benjy Wood, loGuild Consulting LLC CCologe Board Consutant [AP Exam Restor, Ervionmental Science A righls reserved. No part ofthis publication may be reproduced, sored in a retival system, or ransritte in ary form or by any means, electra, mechanical, photocopying, recording or otherwise, without the permission of BIGZONE international Lt. This workbook ‘may not be re-sold. The condition of sale specially prohibit the photocopying of exarcisos, \wotkshests, and dlagrams fram this wersoo0% for any reason reat emi) DR ula AN il try] POC CUE Pe eu auc ts MES sie eg re) Ree Tae eae e Purchases of this workbook may be made direct from the publisher: @ BIOZONE USA, CANADA & REST OF WoRLO: (OZONE items Lis PO. Boe sha, Haron S24, New Zeer Fae sea? Tol FRE phone: #-88:5562710 USAC ety) Teese TIFREE ne 1800747 8751 (USA Sanaca on) ax Ena tales cz Era Wobste: Gate BHOZONE.om bse lOZONE Learn Mac Wetingon Stet Burton Fare, ete 2A, Uni “as 1288 69 www.theBIOZONE.com UNITED KincDom & EUROPE ausTAALia 1OZONE Lsarnng Media Aust PO. 28%, Buon OC, ‘LD 4220, ALatala Telephone’ 617 S505 4696 For 26176506 2692 mat. faletbiozono.com.av ENVIRONMENTAL SCIENCE Student Workbook Blozone’s Environmental Scionce Student Workbook provides students with ‘a sel of comprehensive guidelines and highly visual worksheets through Uihich to explore environmental science and global envronmental issue Environmental Sclonce isthe ideal companion for students of environmental biology, encompassing the basic principles of oarth sciences and ecology. This workbook comprises rine chapters each focusing on one particular area wihin {hs broad fopc. These aroas aro explained through a series of activites, each ot wich explores a specic concept (e.g. energy conservation or globalization), Environmental Scionea isa student-centered resource and is complemented by the Environmental Science Presentation Media CD-ROM and the ‘Student Review Series, downioadabie o iPod and iPad, Students completing the actives, in concert wih thee classreom and practical work, wl consolidate ‘exiting knowledge and develop and practiso sklis that they wil use throughout thair course, Tis workbook may ba used in the classroom or at home as a “supplement to a standard textbook. Koy features include: > An easy-to-use chapter introduction summarizing learning objectives in ‘a bulleted list to be completed by the student. Chapter inroducions also include a ist of key terms and a Summary of key concopt. > An emphasis on acquiting skis in scientific iteacy, Each chapter includes a iteracy activity and the appendix inoludes references for works ced as Porodicas throughout the text > Related Actviies help students to locale related material within the workbook, and Weblinks provide support materia (inthe form of UALS) 10 ‘Suppor the material provided on activity pages. Acknowledgements & Photo Credits ‘Gonmma Con and Dense Fort for tet artic contibutons to his etion + Royalty free mnagen purchased. by Biozone. Ilematenal Li, are. used thoughout hie Werkoock and nave baen blaine fom the foboving coureas:seckphots. (we, Isoekosoto nom) Corel Corporation ‘rom varous ties i the Professions) Photos {CO-ROM colouton, EHemore Tecwologes Ine, 1897-2001, © 2005 Juptermages eparaton: CA wm cipar com: PholeDiseB, in, USA, www photo: con, we. Bijotocom, Gogh Vison, SD models created using Poser Pro) Cureue Labs. SD lantteapes, Bree 58, Bazone'sautore also aemnowiedge the generely of thoso| tana have Kindy sowed photogs fr is editor. The free spnod steenack Imago, wrich me orignal prepared by Ellon Eemoncon as part of he 1827-1840 Now York Sioges! Survey. Pormission fr use granted by the New York Sate Dopartnent ‘of Enuranmental Conservation. "Sandie Nstlonal Laboratory « USAID Banglades Campus Protogepty at the Unveraty of Waikato for phologapts anton Trsruments © kuenatoy neti for tho pholographe of Chery!» Eexon Valdez Of [pil Tustoe Counc for ther phoograph of does sasbrds + Stopnen Woot fo Nis ‘photos of aquate vareratea» PASCO for ther photographs of probeware» Srey Gnens MSU for the mage of Agrobacterium ~JB-BU Jason Biggar, Bando Universe EPA US Erwronmenta Pretcion Agency «lane Useho fore hologph ‘ofthe Aarots + Sam Gano for he WembstEeat photo» Dr John Dale Defoners tid Unad Sates Navy + K Pryor» Coded eats ae: BH: Brendan Hicks (Un of ‘Vlakato),» BLAT Une Stes Bureau of Lana Managoment, + COD. Coin Donna, DEG: Depl.ofEnveonment GL, Dot: Dep of Gnsorvaton NZ}, BRNE Depot Natural Rescucae, lng, El Eaton Itracve nage, EW: Ervrorment Wet IF Fix {Oct}, JB-BU Jason biggesa, andl Urner JOG: John Gren (Users 8 Waikao, NASA" Netonal"Asronautes ana Space Acminataon, NASA-GSFC: Nationa Asonautis and omnia Geadrd Space Fight Genre, NOAA: Natonal Deeanic & Armosphors Adninicetan. we hooib naaagon, A: Richard Aan, RON raps Cackin. 1: Tracey Greenwood » USDA. Unied Stats Deparmens of Darel,» USCG: Unied Sites Coast Guar. » USGS: United Siaes Goclogeal Survey. + USDE: Unted States Departmen of Enargy« USAF: Une Sites Arce» WBS. Warwick Syvester« MWA: Nationa Incite Wer and Atmosphere » NYSDEC "Nw York Stat Dep of Envcenmentl Conservation + EDC Cente for Disease Cone ‘Unwed States Fish and Wife Serco Photogachors who hve rade tho ptographs avalablo through Wikimedia Commer: Way Nick Carson, Reyna. ab Metal, Wi05, Wofy, Mark Jetng Miaunpsinutan EeologetIeand Test, KVDP, Covan Pow Enemy Li, Scott Ehara ‘ego Gru, David Menniaux = Wisnodie Comenans under Greatve Corman Licences 20,25 or 40: ou, Sam Beebe, Komercarta BS Thurmer Het, Aforesry Bet Vict, StetenFetband, Soyond It Ken, Jun Hermes Stove Cadman, Luea Gazz Luca Foroar, Jane, Miao, Pesbak, Dadero, Geran Exsvom (PL2S)_ Johannedhos. ‘Wiser Sxprura Eten Lay Fh, Broken aglay Fats Geller Gre, Angtow Darn Modular Titles: Sills INBIO/Ogy, Evolution For other Modular Workbook titles go to: www.thebiozone.com/modular.php ‘4 Note to the Teacher & Acknowledgments li ‘Concept Map for Environmental Science. ‘4 Getting The Most From This Resource 4 Activity Pages = ‘A Using Biozone's Website ‘Questioning Terms : % Advanced Placement COURS rm + International Baccalaureate Course... 4 Resources Information. The Earth's Systems 4. Essential Knowledge and Key Concepts .. 10 The Eartns History a “}_ Fossi Formation 13 “The Earth and the Sun st “I The Earths Crust tS “Plate Boundaries : 16 “I Lithosphere and Astnenosphere........ 18 Si Yotcanoes and Voleanism 19 “The Rock Cycte : 21 1 Soil Textures : 22 1 Soil and Soli Dynamics. * 23, “Atmosphere and Climate 85 “1 Variation and Oscillation 27 “I Ocean Circulation and Currents 29 Global Water Resources 31 SL Water and People sen so SL Water and indusiry 35 “14 KEY TERMS: Mix and Match... 7 Ecosystems 4 Essontal Knowledge and Key Concepts. 88 5 COCCCCCODCOULOUULE Energy A Essential Knowledge and Key Concepts 160 “J Using Energy Transformations 161 “JA Non-Renewable Resources .......sseess. 162 DA C0€l ssn 163 a oi 165 “1s Oil Extraction 167 “1 Environmental Issues of Oi Extraction... 170 “1.4, Nuclear Power “I Renewable Energy “1 Wind Power 1 Hydroelectric Power. 1a Solar Power 4 4 Geothermal Power... Ocean Powe... ADA Biofuels cannes . J Current and Future Energy... so 182. J Energy Conservation 183 “J KEY TERMS: Mix and Match. 185 Pollution 4. Essential Knowledge and Key Concepts 187 ‘Types of Pollution... Water Pollution ... oo CODES: A Significant changes in this edition New this edition ODOCOCCOUDDUCODDLDLDLL [LQ Models of Climate Change (14 Global Warming “ie Biocversiy and Global Warming. AJA ce Sheet Melting “4+ Global Warming and Agriculture 1+ Temperature and Distribution of Species..227 la Ocean Acidification anu ‘Sewage Treatment. Waste Management. Reducing Waste Plastics in the Environment ‘Atmospheric Pollution Cities and Climate. ‘Acid Rain Noise Pollution. Toxicants in the Home Health Effects of Pollution * > Tho Economic Impact of Potton ann 202 Exon Valdez Oil Spl... 203 Niger Deta O.. e200 Deepwater Driling 205; Deepwater Horizon Ol Spil vn 206 ‘4 Ol Spils and Wilaite sn 209 Cleaning Up OH Spits... matt The Effocts of Nuclear Accident ...u...213 Bhopal Disaster i Tho Role of Legislation suns 217 KEY TERMS: Mix and Match... 218 Global Change A Essential Knowledge and Key Concepts 219 I Catbon Trading... “a Carbon Capture and Storage. 1 Stratospheric Ozone Depletion 1 Loss of Biodiversity... 1 Tropical Deforestation. 1a The Impact of Introduced Species... 285 J Endangered Species 10 238 1.4 Conservation of African Elephants ......237 1 Insitu Conservation. 1 288 “1 Exsitu Conservation, sone 289 1 Conservation and Sustainability ness 241 1 Saving the Black Robin... sn 242 la The Sixth Extinction scans e243 J KEY TERMS: Mix and Match... 245, APPENDIX: Poriodical Citations 246 Caleuatons, Conversions, and Multiples ...248 INDEX .., 249 ‘Activity is marked: (3) tobe cone; vf when completed Concept Map for Environmental Science Me UES Ely Living World + Age of the Earth + Biome and ecosystem structure eoloiel » he arte euros Bomes and. ory fe vs * Plate tectonics — * Species interactions The amotphare Natal spscotumical yes cer arg" amon eredaon ecosystm | Bovoshumiloc "eater en inate, change +P Gobel water + Ocearie mater popuatona * Fesues of ppultons resources Fresh water a * Population dynamics soi * Rock ond mrrals Field + Sam poplatons * Soil dynamics studies * Ablotc factors ‘The resources used Complex systems by humans are @ arise as a result result of constantly of the interactions changing global between organises systems and their environment Environmental Science All ofthe Earth's systems are connected. ‘Changes in one system may cause ‘changes in other systems. Environmental science is an Intercisciplinary field of study involving both ‘natural and socialsciences. Resources must be Understanding carefully managed environmental to-ensure they are systems is crtical to available to future understanding the generations ‘environmental effects cof human activities + Agyeultre Types of * Air pollution Land + Land management pollution * Water potion rer * Fitri Pollution + Treating pation LESTE - tsigeton (s8ves + Impacts of pollution ao ,* Energy concepts BIE coon human ao | Newsorewablsrey ange + Gaal vamig + Renewable energy ° Energy _* Energy oficiency Conserving * Loss of biodiversity ‘conservation * Economic and ecological biodiversity + Maintaining biodiversity considerations. Global Resources Global Change ~~ Getting The Most From This Resource Tris workbook is designed as a resource that will help to increase your understanding of the content and skill requirements of your course, and reinforce and extend the ideas developed by your teacher. This workbook includes many useful features outlined below to help you locate activities and information. Features of the Concept Map ‘Asurnmay of the emphasis in ach major section fof the workbook. Each major pat ofthe workbook deals wih ono or more aspects of Envronmental Senco: Earth's Systems, The Living Worl, Gobal Fesourcos, and Global Change Ais of important key tems used throughout he chapter. These wil, —— help you locus on important ideas. Periodicals of narost are dented by Ble on a tab on the actuty page to which they ar relevant. The full ciation agpearsin the Appendix on the page ndcate. “The Webs citations on many othe actives can be accesses ‘trough the wob Inks page at ‘an teblezone. com web! EnvS0t 2558 rind | Constructing New Ideas: The Five Es Engage: Object, event, or question used to engage students, Explore: Objects and phenomena are explored. Explain: Student explains their understanding of concepts ‘and processes. Elaborate: Student can apply concepts in contexts, and build (on or extend their understanding and sil Evaluate: Students assess their knowledge, skils and abilities. Chapter panels identity and summarize the material ‘covered wihin each chapter. {A summary of why his material is important and where ft into your understanding of he wider framework of his subjec., Features of the Chapter Topic Page “Tne section ofthe course to _“hich tis chapter acples. Earth's Bay Leaning ces @rgansrteer nore EL Student Review Series provide colt roviow sides for purchase, Download via the free BIOZONE App, avaible on the Apo Store Cn Goto BIOZONE's website 10 download the Made! Answers ‘The important key ideas inthis chapter You shula have a thorough understanding of concepts summarize her, ‘The objectives provi a point by port summary of what you should have achieved by tho fend ofthe chaser, ‘Thoy can also bo used to Cervo egsential questions for this chapter ‘The page numbers forthe acts covering the material inthis subsection of abjectves, ‘You can ue the check boxes tomark objoctvas tobe omplotad (a dot 0 be done; & ‘ek when complete). Activity Pages ‘The activities make up most ofthe content ofthis warkbook, Your teacher may use the activity pages to introduce a topic, oF you may use them to reviso ideas inthe classroom or at home. They How oldis... ‘Students (and toachors) ‘Who would ke to know ‘more about this topic area are encouraged to locale the periodial cited on the Periodicals tabs Articles of interest ciecty relavant tothe topic content are cited, The fl etalon ‘appears in the Appendix as Indicated atthe beginning ‘ofthe tepie chapter, are oxcallent for revision and consoldation, and for self directed study and personal reference. As a selcheck, model answers fr each activity ae available as a download Introductory paragraph: The introductory paragraph sots th sane forthe focus ofthe page and provides important background information, Note any words appearing in bol these are kay words which cou be Included in a glossary of biolagieal terms forthe top. Easy to understand diagrams: ‘The main ideas ofthe top are represented and explained by clear, Informative dagrams, ‘Tear-out pages: Each page of the book has a perforation that allows easy removal. Your teacher may ask you to remove activity pages for marking, or so tat they can be placed in aringbindar with other work ba the tape Write-on format: ‘You can test your understanding ofthe main ideas ofthe topc by answering the {questions in the spaces provided. Your ‘answers snould be concise, Questions Fequitng explanation or iscussion fare spaced accordingly. Answer the — {questions appropriately according tothe speotie questioning term used Periodicals: Articles celated to the activity are listed here. The appendic ist the fli ciation. Using page tabs more effectively (QW Felared activites: he Earths Crust Fossil Formation Weblinks Feting tothe Fossil Record Related activities ‘Other acts in the workbook cover related topics or may help your student ‘with answering the questions on the ‘page. In most cases, extra information for activites that are coded A can be found on the pages indicated her, Weblinks This ctaton indicates a valuable video clip oF animation that can be accassed from the Weblinks page spectialy for this worebook. mat thebiozone com weblink? Envi 9559.nimi on Cw. INTERPRETING THE ACTIVITY CODING SYSTEM. ‘Type of Activity, = includes some data handling or interpretation P= includes a papr practical R= may require extra reading (0g text or other activity) ‘A= includes application of knowledge to solve a problem extension tothe specie curiculum content Level of Activity 1 = general simpler, inclusing mostly describe questions 2 = more challenging, incucing explain questions 3 = challenging content andlor questions, including dlecuss Using BIOZONE's Website ‘Acceés the BIOLINKS database of web sites crecly from the homepage of our new website, Biolinks is organised into ‘easy-to-use sub-sections relating to {general areas of inioros, I's a great way to ‘uicy fine aut mare on topes of interest Use Google o search for websites of interest, The more precse your search words aro the beter he list of results Be specie, 0.9, "biotechnology medicine DNA uses", rather than "biotechnology" ‘Contact us with questions, feedback, ideas, and cfteal commentary. Wo welcome your input Weblinks: www.thebiozone.com/weblink/EnvSci-3558.htm| BOOKMARK WEBLINKS BY TYPING IN THE ADDRESS: IT IS NOT ACCESSIBLE DIRECTLY FROM BIOZONE'S WEBSITE ‘Throughout this workbook, some pages make reference to wabsits that have pantcular relevance othe activity by providing an explanatory animation or Video op. They are easy to use and a very useful supplement othe activity. Wieblinks for Enviconmental Science i Activity reference: The activity _— on which the weblinks ied | Weblinks Provides ato an txtoral web ste wih eupporing Sane || oration rte sey tere | dreary adona aces these = are ao ted neo as Ine. iene ee | oo Questioning Terms {Questions come in a variety of forms. Whether you are studying for an exam of writing an essay, itis important to understand exactly what the question is asking. A question has two parts to itvone part of the question wil provide you with information, the second part ofthe question will provide you with instructions as to how to answer the question. Following these instructions is most Commonly Used Questioning Terms The following terms are frequently used when asking questions in examinations and assessments. Students should have a clear understanding of each ofthe following terms and use this understanding to answer questions appropriately. Account for: Provide a satistactory explanation or reason for an observation, ‘Analyze: Interpret data to reach stated conclusions. Annotate: Add brief notes to a diagram, drawing or graph Apply: Use an idea, equation, principle, theory, or law in a new situation ‘Appreciate: To understand the meaning or relevance of a particular situation, Calculate: Find an answer using mathematical methods. Show the working uniess instructed not to. Compare: Give an account of similares and aiflerences between two or more items, reterrng to both (oral) of them throughout Comparisons can be given using a table. Comparisons generally ask for similarities more than diferences (see contrast). Construct: Represent or develop in graphical form, Contrast: Show differences. Set in opposition Deduce: Reach a conclusion from information give. Define: Give the precise meaning ofa word or Phrase as concisaly as possible. Derive: Manipulate a mathematical equation to give a new equetion or resul, Describe: Give an account, including al the relevant information Design: Produce a plan, abject, simulation or model Determine: Find the only possible answer. Discuss: Give an account including, where possible, & range of arguments, assessments of the relative importance of various factors, or comparison of altemative hypotheses, Distinguish: Give the citference(s) between two or more diferent items. Important. Often students in examinations know the materal but fail to follow instructions and do not answer the question appropriately. Examiners often use certain key words o introduce ‘Questions. Look out fo them and be clear as to what they mean. Below is @ description of terms commonly used when asking ‘questions in environmental science. Draw: Represent by means of pencil ines. Add labels unless told not to do so, Estimate: Find an approximate value for an unknown quantity, Based on the information provided and application of scientific knowledge, Evaluate: Assess the Implications and limitations, Explain; Give a clear account including causes, reasons, or mechanisms. Identity: Find an answer trom a number of possibiities, Illustrate: Give conorete examples. Explain clearty by using comparisons or examples. Interpret: Comment upon, give examples, describe relationships. Describe, then evaluate, List: Give a sequence of names or other briet answers with no elaboration. Each one should be clearly distinguishable from the others, Measure: Find a value for a quantity. Outline: Give a brief account or summary, Include essential information only. Predict: Give an expected result. Solve: Obtain an answer using algebraic and/or numerical methods, State: Give a spectic name, value, or other answer. No supporting argument or cclculation is necessary, Suggest: Propose a hypothesis or other possible explanation. Give a brief, condensed account. Include conclusions and avoid unnecessary details. In Conclusion Students should familiarize themselves with this list of terms and, where necessary throughout the course, they should refer back to them when answering questions. The list of terms mentioned above is not exnaustive and students should compare this lst with past examination papers / essays etc. and add any new terms (and their ‘meaning) 10 the list above. The aim Is to become familiar with interpreting the question and answering it appropriately. Advanced Placement Course The folowing guide provides an outline of the major topics corresponding chapters in this workbook. Support material is within the AP Environmental Science course, matched to thelr provided by Weblinks and references to suggested reading, rente sec wribook ‘Tope Se workbook Tople: arts Systeme and Resource & Glove Ecoremiee vad aie A Earth Science Concepts ‘The Earth's Systems: Giabalizalion, World Bark, Thagedy of tre Geologic time scale, plate tectonics, Commons, relevant laws and Westies, Sete ila Sor Tole: Energy Resources and Consumption (rhaneity end lata. a Energy Concepts Ecosystems 2 Tame Tha Easton Boe Set wm emrien, ES SEAR ao, eter cna a Se ee mas emears “foc, amoephere-ocean intoractons. . & roy wt c Global Water Resources and Use ‘The Earth's Systems. ‘Histories! energy use. Eneray See ener eer setnton, haan 2 Pan tl ry 0 mor Sosroe tuo etna i oceenmo coon © Salund set oyrames —— ) ee siete zeaton, nda Fount tn Recent Ue, St a aa, Se ee Tople ti: The Living Wend Seas Sra ee ee em Srsare conte cnt Biological populations snd communities, Investigating . Muctoes reray Energy: Seca epetoedes tame” Eagar! NO EY aetna Senora pri et yan amen 8 Energy Flow Ecosystems — ‘seus FE ctsapaton ns Pepto © Sreewca Power en were se ts eee © eens Der conyers © Enuay caseaton ‘Sodiersty,pailsleten, eveulon, Enoyoficency, CAFE tana, yes Scour Soar aslo on > tauureconyien change = aul cota Enry Climate shifts, species movement, ‘Change = “Types of renewable energy and their Sige Peles are Bogecchce eles aul Esnyen Topic VE_ Potton Se Re eae Se a —_ inaneinosiiaieialieiiihalahian 1 Air pollution: sources, major air pollutants, Pollution Tepe: Popuations teeta apt se Repuuen logy Concepts Peps TE ge Ue re, a ty eres ret ree ar tine 2 tama Ppa 2. ie pan scan ect ben 1 Human popuiston dynamic: nstreal Populations bent tiles seman dei lym 8. gle: ype and sens kon eae ee ‘aeons eon a . ‘pollution, water quality, puvtication, 2 puna ota epdtr senor a = atonal poses | waste: types, disposal and redk lution | 9. puewetpeumte gowerhnge, — Fputre < Settee esl neti Fa ee eng ett ae Impaci on he Enron! Men Srabarenese ee cat i Hamre hat, antl, Fat Teple Vand and Wao rnin ya a, ae teu seo ee ‘| fetinemateaneonen Meza otere =‘ en rani apace operons” Laan Sear cer tpe Cee Sarat iret ne Sia Deraraeene Sela ecto won canoe 2 Palagmmpeniieemavare, tandenlYakr Sau in rotor Secon os 2 Foray wa crrge scam ee Aho son oe, ot Topic vi” Goba Change oso ate Tonle, Global ¢ coos © naanae yard even a RT ccna, A Bet seromte, oesetn Choee ‘aie vasa cs tng tr . ee un oe See, geome ates, > nerLand os Serer ee Cra ae, 1 omaneetgmen atran)— Feptoe eat a eas 2 eaten cca sine © tot deny 3 Panera wok marayoner, Guba Crane Tf on, noe pt Fie Gb Change Sataraattem ees 44 Uncsowovatorindstanabe ise andandVcwr —=«=«—sttomncn ogni Chg ting Cresnavenr 3. ‘Remeron’ vce tees Chere Mine natn ercer,d rae oe entesver Uber and Fld vest eng Fe anion serttng Ts cuaecanpene ae ten etd eee eT at Tecenac i tech suc ig ‘amples ong tm sues of local eystam or ‘Snort fat, analysts of eal da et, or Vist fo a pubic acy (0g, water teat! pia. International Baccalaureate Course ‘The following guide provides an outine of the topics within the 18 Environmental Systems and Societios course (ist ‘examination 2010) matched to their corresponcing chapters in the Environmental Science Student Workbook. Support material 's provided by Weblinks and references to suggested reading. Candidates must complete all parts ofthe course. reple eeworkbook _—_‘Tople Se workbook ‘SYSTEMS AND MODELS 272 easing shite anit hanes nesting ' faoae ecosystems due to human impact. ‘Ecosystems, 114 The coneopt an charters of Taare 273 Eniomentl nga! sesame As 112 Timayton concept oxytom,tane, 2 HUMAN POPULATION, CARRYING Be ges ‘CAPACI, AND FESOURCE USE 118 Open coed adie tes 21° Panton rics Petre 144 Talore hemednamis a ——_| NEBL re HE Boamen Cem ins, [Sistas oaks 34 Agate ren arses ame Pepto ge 118: Ponsa stack agdnon 32 Pesoures- Naural Capa TH oma trond 221 Reaures aera cpt, pes of Land nd Ver i SEE tial nur soon 118 ag foe tps nt oso Pete eel Levee a ty 223 Thedram ature ot anata sous. (tow models, Evaluation of eystorn model. 3.2.4 The intrinsic value of the environment. 2 THE ECOSYSTEM 32.5 Sustainability of natural resources, ‘Land and Water oy stn ccooptems «EY StsanabeSart Seb yt 21: Stead ters Topic els Eemytens, 33 may Resouces (2.1.3 Food chains and food webs. 3.3.1 Types of energy resources and their Energy 214+ Ezangcl pyar ects toys Estos hs RSs Scere Foon ie Serena SiePeadays ary chee 2.1.6 Definitions and examples of species, Ecosystems. ‘34 The Gon System onten, conan ich rat 341+ Solysone eal kate, co rucure The Ei Store 217 Foptenoactors peptone 343 Srupenores bl suction coding ina . 24g Salconsenain Sok manager Landand Wale 22° ssung Ait Component of 24 Saleen al 221 mie congrats ct aecmson, Exton 25 Food Resouces 222 Mepods to mesa moot aca 251 nts inte gt od ip. Lan and tr 291+ Cltseatontos cots resiaing vestgatrg 22 Coppetotiaetalaednte is? Saatainios cone Sarees ton 289 etnang he bons lope. anyon 05) comeing nd aaaie 224+ Dhaay Canad plcaten ot esigaing Iwo rane oa osama Sy Siesaatsian: Eons 54 Linstotton sons rd recon 24 Bones ext floss 24.1 The definition of a biome. Ecosystems: ‘36 Water Resources: cad cmon arte eeey ae 281 uaa tel moucen Th Ea tne Seiccaphie ol ent Sets ‘ome 37 Limits to Growth pea 8.7.1 Carying capacity and hur Populations 25.1 Producer, consumers & decompoters. Eoosystoms popuatone, 252 esx hoosnet and estan, Easy 872 eduing ery and mate onampten Lan nde, Ses Rapaneateapa econ Fats ohonnenyegcapeay ” Erogy 254 Ntintandwaler oes necoysons. NaualExeten 38 emtonen Dane ot Humon oge ronan 255 Binwantanantaypagey oye 38:1. Thecodbgeal opt ani caion — WEBLIK ister aah 383 Cicgeetcewmeint goat is Erp ole Foto 28 changes 284 ett of olgmon poles anit Popo 2.6.1- Population finiting factors and carrying Populations: PSS SSS ORG eau ee 85 The latent ven popuion Lan and Vir Bede apt crel 283 Fact epdsgpopten got Popsone SE ere i tn iol 284 Sunochpecines Kand stages. Popdeone Served ees an mao snore 28% Easgealsucenionandatzced tone = 38 SSgouesegy ingests 4 CONSERVATION AND ame ma see Sioovensiry 207 acon afin cme conranioe ase Esmtom A. lodheraly mn Eoanytes Grange 4.1.1 Biodiversity, genetic diversity, species: 27 Measuring Changes in the System (Greroly, ened habe vera. 412 Naa seton 8 pas ng re 27.4 Measutng bce and abiotic changes along nveatgating tn enirosmenta gradient Ecosystms for ecialon Tope ‘See workbook ‘opie ‘See workbook 4.41.9 The oe of isolation nspaiaton 58 Acld Deposition 4.14 Roe of plate actty on votlon apd WEBLINK 581- The rmaion faced procptaions, Potton Bodies Continent Orit 82 and hor eet on se, water. an ing rari 4.18 erections botwoon acoaystam sly, Eoosytams ‘Seon, suecesion, sha hast. 583 Tha reasons for the reglona the than (ober o acd seposton 42 Evaluating Biodversy and Winery 584 Svateges fr he manegement of sed 421 Factors contbuting oss of Gversiyy Global Change ‘doponion,| 422 Tropa! anlreat¥anertity and role in Gobel bowery ‘THE ISSUE OF GLOBAL WARMING 420 Estimating species nuns. Past and Global Change 6:3.4- Tho 00 ol groerhouse gasos in (tebatChange ‘resent ats of entncton, 81.2 manaring global tomporatuve. The impact 424 Fasor contbutng to winerablly (lebal Change zone omens ae 425 foecincion Determining Rod Usk ‘conwervaton sae 678 Tre quate ote otnceasedmesn bl Change 428 Case stusis in species exincion and Global Change Sa ‘conservation 61.4 Feedback mechanims aseociatod wth label Change 427 Etec ot human actly on@ramed area Global Change Lane anil cof Bolo! slniioaee. 6.41.5 States for adtrossing global warming. Global Change 4.2. Conservation of Bloseraty 2.10 Apuments suroundog det naming, Glbl Crane 43:1- Reasons for procerving ers, and tho Global Change jeialiaiesiinbinigateieiph abana: 432 rte rternatonal orgonzaions nis. 7 ENVIRONMENTAL VALUE 429 Gita or etabishing 2 protected area. Global Change SYSTEMS 434 Siecess of ms approach n a named are, 744 Detine an endtenment! ive system 425 Evehatng the auccas fhe species: Global Change 7.42 une some envicrmentlphiosopies, ‘based conservation approach, 742 Know hat tose tet dooien mang 5 POLLUTION MANAGEMENT 7.44 Efe of major ise infuences on the | WEBLINK 5:1 nature of Potion ‘mods envronmental movement exer 745 Compare arvicnrental value sytors ot | SY" 5.1.1 Poon Poin sour and nonpoint _—Plluion bs 81.2 Source polation and chalanges to ceaned ovate Inanagement Major palluton sources. 746 Suaity your own Yewpoit of endonment 552 Detection and Monitoring of Pollution a 52.1 Diectmstnods ct pasion menting. Poluton 522. Bldoglal ong demand, ands olen Pelion _soaaag poltantovle a Wate 529. The use of otc noes as anindract —_lestigating rmoasue of patton Eooeystems 53 Approaches to Fotution Mansgement 53.1 Polen management. Human factors ——_Poluton 332 _Inmuenang poluton managoment. 59:2 Coste and benefits of baring DOT. 54 Euophicstion 54.1 The process and impacto eutophicaion, Poluion 833 Eurapricaton management steal, 55 Solid Domestic Waste 551- Typee of sald domectc waste andthe luton 552 poten management avstoges, 58 Depletion of Stratospheric Ozone 58.1 Tha stuctre and compostion ofthe Tho Earns Systems atmosphere 582. Ths et ozone in UY cadaton {Gobel Change 563 absorption ang tracton Wt Falogonated orgarie gases 584 Efects of UV on belgie activity Potion, Gia prose ‘Change 585 Method o reduce ozone doling ‘Global Change fubsaneas, andthe role of organizations 556 Inachvng te. 57 Urban Ale Potion 571+ Souco and flocs of woposphurc ozone Potton 573 _and'he trmaton of potoctaical sop. anager statepes tr uoan ai pollen, Resources Information Your set textbook should always be a starting point tor Information, but there are also many other resources avalablo, A list of readily avaliable resources is provided below. Access to the publishers of these resources can be made directly ‘rom Biozone's website through the Biolinks database: www. thebiozone.comilinks.html and select Link to Other Publishars. Please note that our listing of any product in this workbook does rot denote Biozone's endarsomert o i Comprehensive Textbooks Miler, 7, 2011. (47 ed). Living in the Environment: Principles, ‘Connections and Solutions, 890 pp. ISBN: ¢72-05387353¢6 ‘A comprehensive fextoook covering aspects of ‘ecology, biodiversity, natural resources, human © impact on the environment, and sustainability, ‘Issues. large number of appendices exoand the scope ofthe material further. Raven, PH, Borg, LA, & Hassenzahi, OM 201. (8 edn). Environment, 52 po. ISBN: 976-1116198106 A comprehensive textbook proving an ‘overview of ecosystems, population, the worlds resources, and the mpactof human actvly on the environment Supplementary Texts ‘Brower, JE, JH. Zar, 8 C.N. von Ende, 1997. Field and Laboretory Methods for General Ecology, 288 op. (spiral bound) Publisher: McGraw Hi ISBN: 0597243589 ‘An introductory manual for ecology, focusing ‘on the calscion, recording, and analysis of data. Provides balanced coverage of plants and ‘animals, and prysical elements. Christopherson, FLW, 2012. (7 ed. Elemental Geosystems, 600 pp. ISBN: 978-0182608505, Although written as a geograpty textbook, ‘much ofthe maton inthis Book is relevant {o envronmental sciences courses. Relevant ‘material includes chaptors onthe atmosphere, weather, climate, and landscape and biogeographical systems. ‘Smith, RL. and TM, Smith, A.2001 (6 eer, Ecology and Field Biology, 720 pe. ISBN: 0227042005 A comprehensive overviw of all aspocts of ecology, inciung evolution, ecosystems theory, practea! application, biogeochemical cytes, ‘nd global change. A feld pacsage, comorising 4 student ‘Ecology Action Guide" and a ‘subserption to the web based "The Ecology Place" are also avaiable. \witngott, LH. and Brennan,S.R. 2010 (4 edn). Environment: The Selence Behind the Stories, 782 po. ISBN: 978.0821715340 Integrated contal case studies provide rea ite Stories fo ep learn and understand the science behind ervironmontal issues. Biology Dictionaries ‘Accoss to 8 good biology ditonary is useful when dealing with biological terme. Some ofthe ites avalable are fst below Link to the relevant pubsher va Biozone’s Biolnks Satabase oF by ‘yping wurwtheblozone.comesourcesiDictionary.Mtml Hale, W.G, JP Margham, & V.A, Saunders. Collins: Dictionary of Blology 3 ed. 2003, 672 pp. HarparColins. ISBN: 0-00-714709-0, Updated to take n the latest developments in ‘Bolegy from the Human Genome Project to. ‘advancements in loning (new eation pending) . Lawrence (60), He Biology 15 ed. 2011, ISBN -978-1408234308. This 15% edition has updated many exising fous omaton a sigiicance + Locatlon and cause of earthquakes The Ears + \ocanaes andvelenisn surfaco + Fault formation and movements + Plate boundaries and movement Plate * Sea floor spreading and subduction tectonics _ zones + Movement of the mantle The study of rocks provides information ‘about past and prosent geological + Gaseous components of air The + Layers ofthe atmosphere SPMere « imeractons of almospherc layers + Trlcollular modot ‘Atmospheric * Effects on cimate Circulation * The Covils effect + EI Nifo-Southern Osclaion + Warm fronts and cold fronts \Warm fronts and col fron + Cyclones and hurricanes Movement of the ‘atmosphere creates ‘global and local weather patterns events The Earth's Systems The Earth's dynamic surface is a result of plate tectonics and the atmosphere. Changes and variations in the Earth's surface give rise to resources that can’ >be exploited by humans for agricultural, industrial, and domestic uses, Only a tiny proportion of the Earth's water is ‘accessible for human use + Surface movements Gosatit | themorain cousion » Gots of + Ent and cation PG «styrene + Public and enveonmental Issues over use Soils are a complex imix of weathered rock and organic matter determined by ‘geology and climate + The rock eye Foc an” + Rock types and sinifeance minerals. Weathering and erosion Soi * Features ofa loam dynamics * Formation and features of horizons + Climatic influences on soil formation Global Water Resources Rocks and Soil atmosphere ‘convergent boundary core Corie etfoct crust dvergont boundary NSO faut groundwater Igneous Interropical convergence Ihesphere loam mane ‘metamorphic plate boundary plat tectonics potable water radiometric dating rock eyele ‘sedimentary shield voleano sail soil horizon stratosphere stato-olcano thormahaine crulation transform boundary tweeter medel troposphere Periodicals: o Listings for this chapter areon page 246 weblink/EnvSc- 3858 em) eae pear ans Earthquakes, volcanoes and plate tectonics can all be linked fo movement of the Earth's manta > The components af soll depend upon the climate, rock type and particle size > Interactions between the Earth's surface, rotation, and the Sun drive atmospheric circulation, > Frosh waters a scarce but essential commodity with many issues associated wit ts use. Learning Objectives 1. Use the KEY TERMS to compile a glossary for ths topo. Earth's Systems and Resources pag | 2. Describe how the history of the Earth can be divided into a hierarchical ‘scheme based on evidence from many sources, 2 8. Describe the internal structure of the Earth with reference to the core, ‘mantle and crust, [I 4, Draw diagrams to show the circulation of the mantle. [1 5. Describe the theory of plate tectonics and the relationship between plate actviy, earthquakes, volcanoes, and faults. Soll Dynamics 1 6. Describe the rock cycle with reference to igneous, metamorphic and sedimentary rocks, a 7. Discuss the formation of soil and soll horizons. 3 8. Explain how the size of soil particles influences the type of loam formed, ‘The Atmosphere pages 25-28 [1 9. Describe the composition of the Earth's atmosphere, 5 10. Explain how the Coriolis effect influences the movement of air across the Earth's surface, © 11. Describe features of atmospheric circulation including ENSO, the tricellular ‘model, and the intertropical convergence zone (ITCZ). (0 12. Explain the role of atmospheric circulation in producing broad climatic, regions. Global Water pages 29-36 1 18, Describe the nature and extent of the Earth’s oceans, including relerence to deepwater and surface circulation. 14, Describe the nature and extent of the Earth's fresh water and salt water resources. 18, Describe agricultural, industrial, and domestic use of fresh water by humans. 15. 16, Discuss local and global issues associated with water use including pollution of groundwater, damming and fiood control, and supply of potable water. me earths HIStory Geologists gather information from many sources to reconstruct the Earth's history. Analysis of extraterrestrial material, such as ‘meteorites, can provide information about the early history of the Earth, while the Earth's rocks, minerals, and fossis provide Information about the crust and the nature of the Earth's deeper layers. The history of the Earth (bottom figure) spans the last 44600 milion years and scientists have made sense of this Fock state ar bul up through the dpostion ‘listeria by natal processes, wih Young” layers ovrsing older ones. Stata aopear a6 tintnelve bande of varying eke, with ‘sch band reprosening apectic mode of Alposian.eprng satiapie layer 6 rade mare dou won sats v0 cuted (rough wi ting nd olan ‘nov: The Rainbow Bosin yn irgena, US) arth resins ol pasta tat havo bon preserved by geological rocessos in ook sata, Although the fos record's Dlosed towards mann orga wah Pare bare such ag sho are Is a huge varity los ys, rom ange skeleton to pollen ‘gains and cher pla pars Clow), toss ‘Doli, etombod nsec, and petifed ‘wood (above) fea dowrwarsounieg fo. Folds ypealy form when the Earns crusts dfomas dn enormous time span by dividing it into hierarchical scheme of, time periods. The boundaries of these time periods are based 1 the worldwide correlation of distinctive fossils and rock types. This process has been made more reliable with the advent of radiometric dating. This stratigraphic record documents the nature of the ancient Earth and the increasing diversification of lite trom its origins in the seas approximately 3800 mya, ie in Calfamia.A syneine ‘mountain buldng eplodes. Above: Modem stromatolites comprise rounds of layered eoament wih a cue Fin of cyandoactesa, They are tent) tote avomatolte found ih Precurran Secmentary rocks, Those photosyriase prokaryotes contrbted to the ng O95 Fevala ofthe ea Ea Lott Neatly two bilon years of ho Ears history nave been exposed nthe Grand Canyon az the Covado. Aver and fs trivtares‘cut trough layer aor layor of Focks inthe Grand Caryn wero la down ‘ver prod of ost 1300 ion year and the eset ar 1700 millon yours 1 Describe the nature of the stratigraphic record: —__ 2. (a) How is the record of the Earths history compiled? __ (0) Explain why interpreting strata on this basis can be cif jolt 3 see Periodicals: Sedimentary Rock Profile ‘represents a cutng through layore of sedimentary rook in 3 exposed. Fossis are the remain or inprsions of plants animals that become Uapped in the sediments aller daath. Layers of sedimentary rock are arrangod inthe order tha hoy were deposited, with ‘he most recent layers near the surface (unless they have been disturbed}, A Case Study in the Fossil Record “The history of modern day species canbe traced The eoliton of many modem species can bo wel reconstructed For insianes, he evatstonar istry of moder elphant swal ctocumented forte last 40 mito years andthe modem horse has a wel understood esi recor spaening 50 milion yeas. Fossil species ae simior to bu ferent from today’s species ost fossi armas ard plats long to the same major taxonomic groups as ogansms ving Today, However ty Co

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