Ecology

flat =Vocabulary= Limiting factor Competition Biotic abiotic Habitat Population Population dynamics Symbiotic relationship =Population Dynamics=

Note: for the failed link for #15 and #16, use the following website: http://www.globalissues.org/article/214/stress-on-the-environment-society-and-resources or this document: For least developed countries (#13), use: http://www.nationsonline.org/oneworld/least_developed_countries.htm
 * Activity 1**: Complete the Human population and carrying capacity webquest : [[file:Human Population and Carrying Capacity WebQuest.pdf]]

For #14: http://data.un.org/CountryProfile.aspx?crName=United%20States%20of%20America


 * Activity 2**: Take notes on information presented in this simulation about age structure diagrams.


 * Activity 3**: Complete the information about age structure diagrams: [[file:Age structure diagrams graphing assignment.pdf]]


 * Homework:**

=Strategies for populations=



=Demographic transition= @http://www.nssgeography.com/worldissues%20web/Unit%20population/What%20is%20the%20Demographic%20Transition%20Model.htm 1. What are the 4 stages of demographic transition? 2. Compare the 4 stages in terms of available medical care, resources including food, sanitary conditions, infant mortality, life expectancy, types of jobs, etc. 3.What happens to the birth and death rate when countries go through the 4 stages? 4. What happens to the overall population as countries go through the 4 stages? Why does the change in population still increase? 5. Give examples of countries that are currently in the 4 stages of demographic transition.

=Developing vs. Developed countries= @http://www.scalloway.org.uk/popu6.htm 1. Why do developing countries have such high birth rates? 2. Why do developed countries have low birth rates?

=Logistic vs. Exponential growth= @http://uccpbank.k12hsn.org/courses/APEnvironmentalScience/course%20files/multimedia/lesson36/animations/3b_Population_Crash.html What are the differences between logistic and exponential growth? Give an example and also make drawings of what the graphs look like.

=Study guide for population dynamics= =Fossil Fuels= 1. Your teacher will give you a cookie and tell you which part of the cookie represents coal, oil, and natural gas. 2. Mass your cookie before "drilling." 3. Use the toothpicks to remove as many resources that you can without completely breaking up the cookie. 4. At the end, mass each component separately: coal, oil, natural gas, and the land left over. 5. Determine the % of the original cookie that is the coal, oil, natural gas and the leftover land.

Questions: 1. What happened to the land as you mined for the fossil fuels? 2. Were any crumbs spilled on the floor or table? What would this process be called? (the loss of land from one area to another) 3. What would happen to the plants and animals that lived on land that was mined this way? 4. What could be done to reduce the damage to the environment by such mining? 5. If we use less energy, we need less fossil fuel. If we need less fossil fuel, we don't need to do much mining. What can you do to reduce energy use?

=Fossil Fuel Webquest=

=Gas tax and Fuel efficiency=

=Peak oil and economic growth= media type="custom" key="14467896"

media type="custom" key="14467876"

=Diaper dissection=

As a lab table, carefully dissect your diaper. Separate the various materials and identify one or more functions for each one. List these materials and predicted functions. Work as a group and divide the responsibilities. You are only required to have one write-up per group. This write up will be in the form of a did-you-know kind of article. Think about what you would want to know or what would be interesting to report.

Once you have finished your dissection, add water a little at a time to each component. Observe any changes that occur. Note how much water each material absorbs. Have your ideas on the functions of these materials changed? If so, how?

Discuss the following in your report:
 * Procedures
 * Functions you predicted for each material
 * Functions you observed for each material after adding water
 * Environmental effects of disposable diapers on landfills based o your observations
 * Any other observations

Climate change media type="custom" key="14467930" http://climatewisconsin.org/

http://edition.cnn.com/SPECIALS/2009/environment/energy/

media type="custom" key="12018281"

http://www.flickr.comphotos/seunghoyang/1268420118/



http://www.princeton.edu/~ina/infographics/water.html

http://www.skepticalscience.com/argument.php



http://www.grist.org/climate-change/2011-10-07-guilty-as-charged-proof-of-human-fingerprints-on-climate-change = = =Ecology webquest= =Biogeochemical cycle questions=

=Project= As a group generate questions about your topic. Your goal is to research and then create an Infographic that educates and provides relevant statistics about the topic. **It is required that you show the different point of view about the topic with statistics that back the viewpoints up.** Each person will create an Infographic about a portion of the topic of your group.

Each group will submit the questions they have asked and how they will be breaking up the work. Each person is required to show their progress twice a week - this will be a grade.

Air and air pollution Water and water pollution Renewable and nonrenewable resources/waste Habitat loss/extinction/invasive species/deforestation Ocean resources/dead zones/overfishing Climate change
 * Topics:**