Significant ideas: 1) A systems approach can help in the

study of complex environmental issues. 2) The use of

systems and models simplifies interactions but may provide
a more holistic view without reducing issues to single
processes
Big questions
What strengths and weaknesses of the systems approach


and the use of models have been revealed through this

topic?
How does a systems approach facilitate a holistic approach


to understanding?
What are the strengths and weaknesses of the systems


you have examined in this section?

What have you learned about models and how they can be


used, for example, to predict climate change? Do their

benefits outweigh their limitations?
Understandings
Statement Guidance
1.2..U1 A systems approach is a way of visualizing a Guidance: A systems approach should be taken for
complex set of interactions which may be all the topics covered in the ESS
ecological or societal. course
1.2.U2 These interactions produce the emergent EVSs are individual; there is no “wrong” EVS.
properties of the system
1.2.U3 The concept of a system can be applied at a
range of scales.

1.2.U4 A system is comprised of storages and flows

1.2.U5 The flows provide inputs and outputs of energy

and matter

1.2.U6 The flows are processes that may be either

transfers (a change in location) or
transformations (a change in the chemical
nature, a change in state or a change in energy
Understandings
Statement Guidance
1.2.U7 A In system diagrams, storages are usually Guidance Students should interpret given system
represented as rectangular boxes and flows as diagrams and use data to produce their own for a
arrows, with the direction of each arrow variety of examples, such as carbon cycling, food
indicating the direction of each flow. The size of production and soil systems.)
the boxes and the arrows may be representative
of the size/magnitude of the storage or flow.
1.2.U8 An open system exchanges both energy and
matter across its boundary while a closed system
exchanges only energy across its boundary.
1.2.U9 An isolated system is a hypothetical concept in
which neither energy nor matter is exchanged
across the boundary.
1.2.U10 Ecosystems are open systems; closed systems
only exist experimentally, although the global
geochemical cycles approximate to closed
systems.
1.2.U11 A model is a simplified version of reality and can
be used to understand how a system works and
to predict how it will respond to change
1.2.U12 A model inevitably involves some approximation
and therefore loss of accuracy.
Applications and Skills
Statement Guidance
1.1.U9 Evaluate the use of models as a tool in a given
situation, for example, climate change
predictions.
1.2.U1A systems approach is a way of visualizing a complex set
of interactions which may be ecological or societal

An assemblage of parts and their relationship

forming a functioning entirety or whole

Useful for
understanding and
explaining
phenomena's

By focusing on the interactions

instead of the different parts, we
can more clearly see the big
picture of how our world works
1.2.U1A systems approach is a way of visualizing a complex set
of interactions which may be ecological or societal

By focusing on the interactions instead of the

different parts, we can more clearly see the big
picture of how our world works

https://www.researchgate.net/figure/Framework-for-Advancing-Policy-System-and-En
vironmental-Change-Approaches-for-Obesity_fig1_263532107
1.2.U2 These interactions produce the emergent properties of the
system

• Each part has a specialized

function
• Similar parts are grouped
together
• Groups coordinate functions
• Emergent properties: the whole
can do things the individual parts
cannot
1.2.U2 These interactions produce the emergent properties of the
system

• Reductionist Approach: Look at each individual part

• Holistic Approach: Looking at how everything works
together

We will look at both

1.2.U1A systems approach is a way of visualizing a complex set
of interactions which may be ecological or societal

• A system is something that:

– Is made up of individual parts
– The parts all work together
– Parts work to perform a particular function
• A bicycle is an example of a
system
Bicycle parts piled on the floor
Is this a system?
1.2.U1A systems approach is a way of visualizing a complex set
of interactions which may be ecological or societal
1.2.U1 A systems approach is a way of visualizing a complex set
of interactions which may be ecological or societal

Environmental System

• Includes abiotic and

biotic components

http://rwes.dpri.kyoto-u.ac.jp/?page_id=15&lang=en
1.2.U1 A systems approach is a way of visualizing a complex set
of interactions which may be ecological or societal

Societal System

• Value Systems
• Economic Systems
• Social Systems

https://www.eea.europa.eu/media/infographics/core-societal-systems-meet-div
erse/image/image_view_fullscreen
1.2.U1 A systems approach is a way of visualizing a complex set
of interactions which may be ecological or societal
1.2.U1 A systems approach is a way of visualizing a complex set
of interactions which may be ecological or societal

Earth as a System
• The Biosphere
– Atmosphere
– Hydrosphere
– Lithosphere

Click on the image to watch Earth as a System

https://www.quora.com/What-is-a-biosphere-What-are-the-main-
characteristics
1.2.U1 A systems approach is a way of visualizing a complex set
of interactions which may be ecological or societal

Gaia Hypothesis – James Lovelock

• Mid 1960’s
• Proposed that planet Earth is a single living
system (global system)
• Earth maintains homeostasis (temperatue,
climate, ocean, salinity)

Watch https://www.youtube.com/watch?v=K0h5CS-w778
and summarize the Gaia hypothesis in your own words
1.2.U1 A systems approach is a way of visualizing a complex set
of interactions which may be ecological or societal

Scale of Environmental System

• Studying the Blue Ridge Mountain range of northern Georgia is an example of a
local ecosystem

• On a larger scale, we could study the Appalachian Mountains as a larger system

affected by many factors inside and outside Eastern United States

Click on the image to watch Earth as a System

https://www.thinkib.net/ess/page/27165/12-what-is-a-system-the-basics
1.2.U4 A system is comprised of storages and flows

• Systems consist of:

– Inputs: energy or matter enters a system.
– Outputs: something produced at the end of a system
– Storage: areas where energy or matter is accumulated
inside a system
– Flows: movement of energy or matter within a
system
– Processes: transfer or transform energy or matter
from storage to storage
– Feedback mechanisms that maintain stability and
equilibrium

http://www.licor.com/env/products/soil_flux/the_science.html
1.2.U7 In system diagrams, storages are usually represented as
rectangular boxes and flows as arrows, with the direction of an
arrow indicating the direction of each flow. The size of the boxes
and the arrows may be representative of the size/magnitude of the
storage or flow

All Systems Have Represented By:

STORAGES A box

FLOWS Arrows

INPUTS Arrows in
OUTPUTS Arrows out
Boundaries Lines

PROCESSES Ex: respiration, precipitation, diffusion

1.2.U7 In system diagrams, storages are usually represented as
rectangular boxes and flows as arrows, with the direction of an
arrow indicating the direction of each flow. The size of the boxes
and the arrows may be representative of the size/magnitude of the
storage or flow
1.2.U7 In system diagrams, storages are usually represented as
rectangular boxes and flows as arrows, with the direction of an
arrow indicating the direction of each flow. The size of the boxes
and the arrows may be representative of the size/magnitude of the
storage or flow
1.2.U5 The flows provide inputs and outs of energy and matter

• Energy initially enters ecosystems from the

sun as light. (flows)
– It is converted and stored as chemical potential
energy
– Organic molecules pass through down through
chains.
– Respiration releases this energy
– All energy enters an ecosystem and is lost again. .
1.2.U5 The flows provide inputs and outs of energy and matter

• Matter cycles through an ecosystem.

– Nitrogen is fixed by bacteria
– Plants assimilate the nitrogen
– Herbivores consume these plants and the nitrogen
compounds pass through the food chain.
– Eventually the plants or animals will die and
decomposer break down organic matter and
return it to the soil.
1.2.U5 The flows provide inputs and outs of energy and matter
1.2.U6 The flows are processes that may be either transfers (a
change in location) or transformations (a change in chemical
nature, a change in state or a change in energy

• Transformations move energy and matter but

in the process of doing so there is a change of
state or form.

•Water changes state from solid, to liquid to

gas (matter).
•Incoming light is transformed into heat as it is
re-radiated from the earth’s surface (energy).
•Energy is converted into matter during
photosynthesis.
•Matter is converted into heat and light energy
during combustion of matter 

https://nigel400.wordpress.com/environmental-systems/2the-ecosystem/22-3-
global-cycles/
1.2.U16 The flows are processes that may be either transfers (a
change in location) or transformations (a change in chemical
nature, a change in state or a change in energy

• Transfers simply move energy or matter from

one place to another without changing it in
anyway.
•Matter moves through a system, water flows
in rivers moving across the land.
•Ocean currents move energy around the
planet, the Gulf Stream and the North Atlantic
Drift take heat form the equator and move it
pole wards.
•The food web moves matter through the living
organisms in its links.
1.2.S1 Construct a system diagram or a model from a given set of
information

• Where would these fit in this carbon cycle

system diagram?
– Abiotic element
– Autotrophs
– Primary consumers
– Secondary consumers
– Tertiary consumers
1.2.S1 Construct a system diagram or a model from a given set of
information

• Here is a
systems diagram
of energy
consumption
patterns in the
US (2015)
• Note how the
size of each
storage (box)
and flow (arrow)
corresponds
with the
magnitude of
the component
1.2.S1 Construct a system diagram or a model from a given set of
information

• Create a systems diagram, showing the inputs,

outputs, storages, flows, transfers, and
transformations within a single leaf of a Pinus
sylvestris. (Pine tree)
1.2.U8 An open system exchanges both energy and matter across
its boundary while a closed system exchanges only energy across
its boundary

• Open system: a system in

which both materials and
energy are exchanged across
the boundaries of the system
• Most common system
• Example: Rainforest,
Ecosystems
1.2.U8 An open system exchanges both energy and matter across
its boundary while a closed system exchanges only energy across
its boundary

• Forest ecosystem:
• Plants fix light via photosynthesis
• Air nitrogen is fixed by soil bacteria
• Herbivores may graze in other ecosystems
• Forest fires expose soil to erosion
• Minerals are leached by rain
• Water is lost in evaporation
• Eat is exchanged with surrounding environment
1.2.U8 An open system exchanges both energy and matter across
its boundary while a closed system exchanges only energy across
its boundary

• Closed System: A system in

which energy is exchanged
across the boundaries but matter
is not. THIS IS VERY RARE!!
• Examples: The Whole Earth…
maybe, Experimentally
• Global geochemical cycles
approximate a closed system
1.2.U10 Ecosystems are open systems; closed systems only exist
experimentally, although the global geochemical cycles
approximate to closed systems

The major global cycles

are all closed systems
• the nitrogen cycle,
•the carbon cycle
•the hydrological cycle.

https://courses.lumenlearning.com/microbiology/chapter/biogeochemical-
cycles/
1.2.U8 An open system exchanges both energy and matter across
its boundary while a closed system exchanges only energy across
its boundary

Biosphere 2
Click on the image to watch the video
1.2.U9 An isolated system is a hypothetical concept in which
neither energy nor matter is exchanged across the boundary

The Universe
1.2.U11 A model is a simplified version of reality and can be used
to understand how a system works and to predict how it will
respond to change

The most common in ESS are systems and simulations.

1.2.U11 A model is a simplified version of reality and can be used
to understand how a system works and to predict how it will
respond to change
1.2.U12 A model inevitably involves some approximations and
therefore loss of accuracy
1.2.U12 A model inevitably involves some approximations and
therefore loss of accuracy
1.2.U12 A model inevitably involves some approximations and
therefore loss of accuracy

• Leaving parts out changes

the functionally of the Doing so incr
eases errors and
whole (emergent decreases accu
racy
properties)
1.2.U12 A model inevitably involves some approximations and
therefore loss of accuracy
1.2.A2 Evaluate the use of models as a tool in a given situation, for
example, climate change predictions

Advantages
• Can predict and simplify
complex systems
• Bring out patters
• Simplified versions of real life
• Inputs can be changed and
outputs examined without
waiting for real events
• Results can be shown to others
Disadvantages
• Lack of detail may not be
accurate
• Rely on the expertise of those
making it
• Different people may interpret
them in different ways
• Vested interests may hijack
them politically
• Only as good as the data that
goes in
• Different models may show
different effects with same data
1.2.A2 Evaluate the use of models as a tool in a given situation,
for example, climate change predictions

• Click on the climate model simulations below.

Discuss the strengths and weakness of each of
these models. Which model is best for
understanding climate change? Justify and
support your answer with evidence.
– Concord Consortium Climate Model
– Window’s to the Universe Climate Model
– Koshland Science Museum Climate Model
– UCAR Climate Model
– Java Climate Model