Boy Scouts of the Philippines

Cebu Council
Babag National High School
Outfit S-763

ENVIRONMENT MERIT BADGE SUPPORTING

FILES
John Clark P. Paloma
Rank: Explorer
Email: palomaclark2@gmail.com
DATES
Date Applied:
Date Passed:
Requirement 1: Explain the meaning of the following: ecology, biosphere,
ecosystem, plant succession, limiting factor. Give an example of each.

ECOLOGY
What is Ecology?
Ecology is the study of the relationship between living things, and their environment. It aims to un-
derstand the vital connections between plants and animals and the world around them. Ecology
also provides information about the Earth’s ecosystems and how we can use the Earth’s re-
sources so that the future generations can still use them.

Biotic and Abiotic Factors

Biotic and abiotic are the two essential factors responsible for shaping the ecosystem. The biotic
factors refer to all the living beings present in an ecosystem, and the abiotic factors refer to all the
non-living components. These two works together in order to support survival and reproduction of
living beings.

Sub-Topics of Ecology
Earth Ecology
Global ecology is the science of the Earth ecosystem. Its object of study is the en-
tirety of life (animals, plants, microbes) and life-support systems (air, water, and soil)
on the Earth, variously referred to as the biosphere, the ecosphere, the global
ecosystem, Gaea, and the Earth system.
Landscape Ecology
Landscape ecology is the study of the pattern and interaction between ecosystems
within a region of interest, and the way the interactions affect ecological processes,
especially the unique effects of spatial heterogeneity on these interactions.

Ecosystem Ecology
Ecosystem ecology is the study of these and other questions about the living and
nonliving components within the environment, how these factors interact with each
other, and how both natural and human-induced changes affect how they function.

Community Ecology
One example of community ecology is studying the biodiversity of a specific island.
Ecologists form an understanding how the biotic and abiotic factors interact to create
an ecosystem. They consider how the plants interact with other plants as well as an-
imals.

POPULATION ECOLOGY
Population ecology is the study of how various factors impact population growth,
rates of survival and reproduction, and risk of extinction. Population ecology has its
most profound historical roots and development in the study of population growth,
regulation, dynamics, or demography.

ORGANISMAL ECOLOGY
Organismal biology is a field of study that investigates species adaptations and how
these adaptations help them to survive in their environment.
 BIOSPHERE
Definition
The biosphere is made up of the parts of Earth where life exists. The bio-
sphere extends from the deepest root systems of trees, to the dark environ-
ment of ocean trenches, to lush rainforests and high mountaintops.

The biosphere is a narrow zone on the surface of the earth where soil, water, and air
combine to sustain life. Life can only occur in this zone. From fungi and bacteria to
large animals, there are several different types of life.
The biosphere is characterized as an area that contains all living organisms and the
products of their activities. As a result, it plays a critical role in the maintenance of
ecosystems, i.e., the existence of species and their reciprocal interactions. And the
biosphere is critical for climate regulation.

Biosphere Resources
The biosphere provides important resources. Many people rely on the biosphere for
basic necessities including food, medicine, construction materials, and fuel. Indige-
nous peoples, in particular. Except for salt, all food comes from the biosphere, but
established societies prefer to farm rather than forage.
The biosphere is a relatively thin layer of the Earth’s surface that supports life,
reaching from a few kilometers into the atmosphere to deep-sea vents. The bio-
sphere is a global ecosystem made up of living organisms (biota) and the nonliving
(abiotic) factors that provide them with energy and nutrients.
The biosphere is a narrow zone on the surface of the earth where soil, water, and air
combine to sustain life. Life can only occur in this zone. From fungi and bacteria to
large animals, there are several different types of life.

Importance of Biosphere
The biosphere provides the ecosystem that is needed for survival. Adaptation to the
biosphere’s climate is expected for living organisms. Biodiversity thrives within
ecosystems, and the biosphere is a reliable source of food on Earth. Biodiversity is
just what it sounds like biological variety.
Safe areas for the protection of plants and animals are known as biosphere re-
serves. It also helps to restore the tribals’ traditional way of life in the region. They
protect the region’s biodiversity. The biosphere is the ecological organization’s high-
est level. It covers all types of life as well as any biome on the earth.
The biosphere functions as the planet’s life support system, assisting in the control
of atmospheric composition, soil health, and the hydrological (water) cycle. A indica-
tor of a biome’s contribution to the earth. The biosphere is a narrow zone on the sur-
face of the earth where soil, water, and air combine to sustain life. Life can only oc-
cur in this zone.
 ECOSYSTEM
DEFINITION

An ecosystem, a term very often used in biology, is a community of plants and animals interacting
with each other in a given area, and also with their non-living environments. The non-living envi-
ronments include weather, earth, sun, soil, climate and atmosphere.

The ecosystem relates to the way that all these different organisms live in close proximity to each
other and how they interact with each other. For instance, in an ecosystem where there are both
rabbits and foxes, these two creatures are in a relationship where the fox eats the rabbit in order to
survive. This relationship has a knock-on effect with the other creatures and plants that live in the
same or similar areas. For instance, the more rabbits that foxes eat, the more the plants may start
to thrive because there are fewer rabbits to eat them.

STRUCTURE OF ECOSYSTEM

1. Abiotic Components

The non-living factors or the physical environment prevailing in an ecosystem form the abiotic
components. These are Climatic Factors that include rain, temperature, light, wind, humidity etc.
and Edaphic Factors including soil, pH, topography minerals etc.

2. Biotic Components
The living organisms such as plants, animals and micro-organisms (Bacteria and Fungi) that are
present in an ecosystem form the biotic component.

The biotic and abiotic components are interrelated in an ecosystem. They work together in order to
support and sustain survival, safety, and reproduction.

ECOSYSTEM

BIOTIC COMPONENTS ABIOTIC COMPONENTS

PRODUCERS CONSUMERS

PRIMARY SECONDARY TERTIARY SCAVENGERS

FOOD CHAIN
A food chain is a linear network of links in a food web starting from producer organ-
isms and ending at an apex predator species, detritivores, or decomposer species.
A food chain also shows how organisms are related to each other by the food they
eat.
As we can see in the picture, the nutrients from the Decomposers is given to the
grass (Producer), then the grass is eaten by the grasshopper (Primary consumer),
then it is eaten by the Bluebird (Secondary consumer), Thirdly, it is eaten by the
snake (Tertiary consumer), Fourth, the snake is eaten by the owl (Apex predator)
and when the owl dies, it is Decomposed and it provides nutrients to the grass and
the cycle continues.

Food web
A food web is the natural interconnection of food chains and a graphical representa-
tion of what-eats-what in an ecological community. Another name for food web is
consumer-resource system

As seen in the picture, the Rabbit eats the grass, then the Rabbit is eaten by the fox
and the hawk. And the following chains are:
Grass > Mouse > Owl and Hawk
Grass > Grasshopper > Frog > Owl and Snake > Hawk
  Bird > Snake > Hawk
Biotic components can be divided into two parts:
PRODUCERS
Also called autotrophs, producers are those organisms that use photosynthesis to
capture energy by using sunlight, water and carbon dioxide to create carbohydrates,
and then use that energy to create more complex molecules like proteins, lipids and
starches that are crucial to life processes. In short, producers make their own food.
Most producers are plants.
CONSUMERS
Also called heterotrophs, consumers are organisms that have to hunt, gather, and
eat their food. Consumers are broken down into primary, secondary, tertiary and
scavenging consumers.
Primary consumers
Also called herbivores, primary consumers eat plants to survive. Examples of pri-
mary consumers are Insects, Rodents, Rabbit, Deer, Cow, Buffalo, and Goat.
Secondary consumers
Also classified as carnivores and herbivores. Carnivores are flesh-eating animals,
and omnivores are animals that eat both flesh and plants. Examples of carnivores
are sparrow, cow, fox, wolves, dogs, cats and etc.
Tertiary consumers
These are carnivores that prey on other carnivores, omnivores and herbivores. Ex-
amples of tertiary consumers are Lions, Tigers, Hawk, Vulture etc.
Scavengers
Scavengers are consumers that prey on living tissues or remains of dead animals
for food.
Decomposers: Decomposers work at the bottom of the food chain. Dead tissues and
waste products are produced at all levels. Scavengers, detritivores (animals that live
on the detritus of ecosystems) and decomposers not only feed on this energy but
also break organic matter back into its organic constituents. It is the microbes that
finish the job of decomposition and produce organic constituents that can again be
used by producers.
 PLANT SUCCESSION
DEFINITION
Succession is a directional non-seasonal cumulative change in the types
of plant species that occupy a given area through time. It involves the processes of colo-
nization, establishment, and extinction which act on the participating plant species.
One of the earliest studies of plant succession is done by Dwight Billings in the 1930s. He
studied a number of agricultural fields in North Carolina. He studied several fields that have
been deserted from just a few years to 150 years at most. Billings was able to construct a
successional sequence based on his observations.
The first stage of succession was characterized by colonization of annual plants that sur-
vive on bare ground and nutrient-deficit soils. They have short lifespans (one growing sea-
son), rapid maturity, and produce small easily dispersed seeds. After 3-4 years, Perennial
Herbs and Shrubs took over. These plants can live for many years and have the ability to
reproduce several times throughout their lives.

After 5-15 years, the sites were taken over by different species of softwood trees. As the
softwoods increased in numbers and grew in height, they began forming a forest canopy.
This canopy reduces the amount of light that reaches the forest floor. Because of this,
perennial herb and shrub species that rely on light were excluded. It also inhibited the ger-
mination of pine seedlings. Perennial herbs and shrubs that have adapted to survive with
little help from light began to take over the ground. The canopy also changed the microcli-
mate of habitat near ground level. It was more humid, has moderated temperatures, and
less wind. Which allowed for the germination of hardwood species.
About 50-75 years after the colonization of the pioneer species, the hardwoods started to
replace the softwoods in the forest. At this stage, the pines had 25 meters of maximum
heights, while oaks and hickories were about 10 meters tall. Because of the softwoods’
short lifespans (50 years), many of them died out and occupied by the hardwoods. Hard-
wood species, like oak and hickory, can live for more than 100 years. Sites that were more
than 100 years old were found to be dominated by mature oak forests.

LIMITING FACTORS
DEFINITON
A limiting factor refers to any of the factors (variables) in an environment capable
of limiting a process, such as the growth, abundance, or distribution of a popula-
tion of organisms in an ecosystem. Limiting factors can be density dependent, or
density independent. Those that are density-dependent limit a growth, abundance,
distribution of a population but it relies on population density of the ecosystem. Den-
sity-independent limiting factors on the other hand, is capable of limiting a popula-
tion regardless of density.
Limiting factors can also be single-limiting, meaning only a single factor limits a
system. Co-limiting factors causes single-limiting effect or increases the effect of a
direct limiting factor. Examples of limiting factors that could limit the size of a popula-
tion are food, nutrients, habitat/shelter, and mate. As these resources are limited in
the ecosystem, it causes the organisms to compete for them.

PRINCIPLES OF LIMITING FACTORS

LIEBIG’S LAW OF THE MINIMUM
The growth of population could be regulated by the scarcest resource, and not the
abundant resources.
BLACKMAN’S LAW OF LIMITING FACTOR
A biological or an ecological process that depends on multiple factors will tend to
have a rate limited to the slowest, scarcest factor.
SHELFORD’S LAW OF TOLERANCE
The survival of the organism is suggested to depend on a complex set of environ-
mental factors.
Requirement 2: With the help of your Counselor, pick an area of four (4)
hectares for study. City Scouts may pick an area in a large park, if a better place is

not available.

Requirement 3: Visit the area four times for 2 hours each time. Do this at
different times on one day a week for a month; or if at camp, on four different days
of the week at different times of the day.

a. Record the temperature, rain, and wind

b. List the animals you saw. Tell what they were doing
c. List the plants you saw
d. Name the kinds of rocks and soil
 Temperature Weather Wind
Day 1 31°C Calm Breezy
Day 2 29°C Calm Gusty
Day 3 34°C Sunny Gentle
Day 4 32°C Cloudy Breezy

The animals that were present at the time were Maya, Storks, Fish, and Crabs. The
Maya birds were flying in flocks, and some flied alone. The Storks were witnessed
trying to catch a fish. Some succeeded, and some failed. A school of fish were also
witnessed and Crabs were just going in and out of their rocks. The plants present
were Mangroves, Malunggay, Algae, and other unknown plants. There is an abun-
dance of young Mangrove Trees in the area. The type of soil present was mostly
sand and clay. The types of rocks seen were mostly sedimentary, including sand-
stones and conglomerates.

Requirement 4: Write about your study in 300 words or more showing

a. How the climate, topography, and geology have influenced the number
and kinds of plants and animals
b. How the living and non-living elements are interrelated
c. Why it is important that people understand this

The area selected is on a Coast which contributes to the abundance of Mangrove

(Bakhawan), Algae, Different species of Fish, Crabs, Seawater Snails, and Storks
(Tulabong). The sea level of the area has increased. This is because the Philippines
is in the rainy season. Which results in more variety of fish that has been seen. Its
rocky terrain makes it an ideal place for land-aquatic animals (animals that can live
both in land and water) to live. A majority of the area is also covered with water,
which serves as a habitat for the organisms present in the area. The plants get the
materials they need to produce their own food (Photosynthesis) from the Sun, Wa-
ter, and Carbon Dioxide. The Algae, Mangroves, and other unknown plants produce
oxygen that is essential for the survival of animals, whereas animals produce carbon
dioxide essential for the survival of plants. This kind of relationship is an example of
Mutualism between living things. The fish also feed on certain plants, worms, and
other fish in order to survive. The storks then consume these fishes in order to
thrive. The seawater snails also eat certain plants like Algae and plant matter. And
finally, the Crabs eat crustaceans and small fish. The rocks serve as a living place
for the crabs and snails where they can get protection from the waves and the sun.
Mangrove trees are renowned for their durability and resilience. Meaning they can
serve as a natural defense mechanism against flooding, storm surge, and tsunami
since especially in vast amounts, they can block incoming waves and winds.

It is crucial to know our area’s geography and topography in order to better protect
our natural resources and our animals. For the sake of future generations, it is also
imperative to ensure that our environment, its natural resources, and the animals
are protected. This is in order to enable them to be able to enjoy and use it in the fu-
ture.

Requirement 7: Show you understand the following:

a. The causes of water pollution. Tell what it does to rivers and lakes.
b. The causes of land pollution. Tell what it does to the environment.
c. The causes of air pollution. Tell what it does to the environment.
d. How some chemicals get into the tissues of animals miles from where
they were used.

POLLUTION
DEFINITION
It is the introducing of harmful materials to the environment. These materials are
called pollutants. Pollutants can be natural, like volcanic ash, or man-made, such as
trash or harmful chemicals.

WATER POLLUTION
It is the contamination of water sources which is caused by substances that make
water unsafe for drinking, cooking, washing, and other activities. Pollutants include
trash, chemicals, bacteria, and parasites. All pollution will eventually make their way
to water. Air pollution settles into bodies of water, and land pollution can seep into
an underground stream, then a river and finally to the ocean.
TYPES AND CAUSES:
CHEMICAL POLLUTION
It is the most common type of pollution. Chemicals make their way into surface and underground
water sources. As an essential component of agricultural industry, it isn’t surprising that a lot of
chemical contamination comes from pesticides and fungicides in farming, metals and solvents
from industries are also among the top contributors.

GROUNDWATER POLLUTION
Harmful chemicals, such as pesticides can seep underground and contaminate underwater rivers
and waterbeds, thus compromising the quality of wells, boreholes and places where groundwater
is extracted for human use.
MICROBIOLOGICAL POLLUTION
Microbiological pollution is a naturally occurring form of water pollution. Microorganisms such as
bacteria and protozoa can contaminate water supplies. Which can cause disease such as cholera
when ingested. Humans are most vulnerable to this type of pollution where adequate water treat-
ment is not yet implemented.

NUTRIENT POLLUTION
While vital for Aquatic plants, too much nutrients can cause imbalance of water ecosystems. Fertil-
izers have a lot of nutrients which, if thrown into a body of water, could cause algal blooming that
can block sunlight which inhibits the growth of other organisms.

OXYGEN-DEPLETION POLLUTION
Another effect of algal blooms is the consumption of oxygen. This means that species that rely on
oxygen for survival will die, and anaerobic ones thrive. Some anaerobic organisms are capable of
producing ammonia, and other harmful toxins, which makes the water even more dangerous.

SURFACE WATER POLLUTION

Refers to the bodies of water above ground, this type of pollution can be caused naturally, inten-
tionally, accidentally. An example of this is an oil spill and the throwing of waste in surface waters.
Improperly discarded matter like plastic, and other non-biodegradable materials take too long to
degrade. Meaning they can block oxygen and sunlight entering the water which causes the
aquatic animals that need them to die.

LAND POLLUTION
It refers to the deterioration of the Earth’s land surfaces, as well as the underground
level. It is caused by the accumulation of solid and liquid solid waste that contami-
nate groundwater and soil. These waste materials are often called as Municipal
Solid Waste (MSW), which can include both hazardous and non-hazardous waste.
TYPES AND CAUSES:
AGRICULTURAL POLLUTION
Fertilizers and fungicides are commonly used in agriculture in order to maximize crop yield. How-
ever, these products contain chemicals that contaminate the soil and remove its minerals and im-
portant compounds. Moreover, they are also harmful to animals and essential microbes.

NON-BIODEGRADABLE SOLID WASTE

Non-biodegradable solid waste includes metal, glass, and plastic products. This waste finds its
way to the dumping areas, which in turn results in landfills. Plastic products are especially the
most notorious. They pile up over time and it becomes very difficult to eliminate them.

INDUSTRIAL WASTE
It is also one of the major contributors to land pollution these wastes include Chemicals, Plastics,
Metals, Paints and other manufacturing byproducts. Industrial wastes are generated from agricul-
tural, pharmaceutical, construction, and energy industries. For example, power plants release
chemical waste, and Construction sites produce wood, metal, plastic and other waste, which make
their way into landfills and overtime, it gets more difficult to eliminate.
DEFORESTATION
Deforestation leads to the total loss of the land’s value. It disrupts the ecosystem, which affect life
in the area. For example, forest areas absorb some of the heat from the sunlight. In doing so, it
protects the surface soils from degradation. If the forests were to be cleared, the surface would be
more exposed from the sun’s intense heat and other harmful elements. This, in turn will result to
land pollution and degradation.

MINING
Mining degrades the land’s quality. This includes extraction of mineral ores, oil, stone and fuel.
This process requires clearing a huge area which, in turn, expose the land to erosion which further
decreases the land’s value.

AIR POLLUTION
Air pollution contamination of air due to the presence is the of substances in the at-
mosphere that are harmful to the health of humans and other living beings, or cause
damage to the climate or to materials. There are many different types of air pollu-
tants, such as gases, particulates, and biological molecules.
CAUSES:
BURNING FOSSIL FUELS
Burning of Fossil Fuels releases many pollutants into the air. These pollutants include Carbon
Monoxide, CO2, Nitrogen Dioxide, and Sulfur Dioxide.

Examples: Motor Vehicles use Fuel to Function.

Power Plants and Factories create energy from fossil fuels. Which
in turn, used by Homes and buildings.
BURNING OF FORESTS
Millions of acres of forest have been cut and burned to make way for farming. Burning trees pro-
duces most of the same pollutants as burning fossil fuels.

EVAPORATION OF VOLATILE ORGANIC COMPOUNDS (VOCs)

Volatile organic compounds (VOCs) are emitted as gases from certain solids or liquids. VOCs in-
clude a variety of chemicals, some of which may have short- and long-term adverse health effects.
Concentrations of many VOCs are consistently higher indoors (up to ten times higher) than out-
doors. VOCs are emitted by a wide array of products numbering in the thousands.

Organic chemicals are widely used as ingredients in household products. Paints, varnishes and
wax all contain organic solvents, as do many cleanings, disinfecting, cosmetic, degreasing and
hobby products. Fuels are made up of organic chemicals. All of these products can release or-
ganic compounds while you are using them, and, to some degree, when they are stored.

Household products, including:

 paints, paint strippers and other solvents

 wood preservatives
 aerosol sprays
 cleansers and disinfectants
  moth repellents and air fresheners
 stored fuels and automotive products
 hobby supplies
 dry-cleaned clothing
 pesticide

Requirement 8: Describe what you and others can do to help solve a local
problem or air pollution, water pollution, or litter.

WHY DO CHEMICALS SOMEHOW FIND THEIR WAY INTO THE TIS-

SUES OF ANIMALS EVEN MILES AWAY FROM WHERE IT WAS
ORIGINALLY USED?

This happens in many different ways, many of which involve the food chain. Some
chemicals pollute the air, affecting animals in a very large area. Animals that ingest
the chemicals directly will often move great distances before dying, circulating them
through the food chain. Most chemicals can also seep into the ground and make
their way into surrounding plants, being passed up the food chain. Groundwater
contamination is also a major human health hazard. The best example of such
chemicals would probably be pesticides, some of which never break down and are
still present in most animals despite being banned decades ago.

AS SCOUTS, WHAT CAN WE DO TO HELP SOLVE LOCAL PROB-

LEMS AND POLLUTION?
Local Problems
When solving a local problem, we must know our own capabilities as well as others’
capabilities in order for us to properly work together. For this to be possible, a great
leader that is able to see an individual’s potential, and unite the entire community is
a must.
Pollution
Pollution is a worldwide issue, affecting everyone and everything in this planet.
While putting it this way might seem overwhelming, there are things we can do in or-
der to solve or at the very least, minimize the pollution we create. This includes the
3Rs (Reduce, Reuse, Recycle), reducing the energy we consume, practicing proper
waste management, and refraining from harmful chemicals. These steps might
seem to have little impact, but if done by everyone, then I believe that we can solve
pollution.

It's just like what Mahatma Gandhi said;

“Unity to be real, must stand the Severest Strain Without Breaking”