Unit: Matter, Energy, and Ecosystems

Introduction

Modern agriculture is a disturbance that has had a profound effect on these nutrient cycles. Significant amounts of nitrogen, phosphorus, potassium and many other minerals (i.e., calcium, magnesium, iron) are removed from the soil by crops; these crops are harvested and shipped to markets. This output of nutrients is substantial and must be replaced by the input of fertilizers or other agricultural methods. Thus, our agricultural systems are open systems, with inputs and outputs beyond the boundaries of the system (in this case, an agricultural field or rice paddy).

dried rice crucible balance

crucible tongs Bunsen burner ring stand clay triangle

safety goggles

5. Calculate the percent ash (from dry mass) in your sample.

b. What gases were produced during incineration?

c. How are the processes of incineration and cellular respiration similar?

2. What are the major components of the ash that remains? Read the ingredients on the rice bag.

5. As a side note: Rice paddies produce methane gas. How do they produce methane and what is the effect of methane gas upon the atmosphere? Look it up!

Decomposition takes a long time. It would not be feasible to station an observer beside a fallen leaf and tell the observer to record all the changes in that leaf over the next 12 months! In the first place, the observer could see only what happened while the leaf was above ground. In addition, the observer would be unable to see the microscopic changes. Besides, who would want such a job? Here is a more practical method for studying leaf decomposition.

Leaves from the red oak, Quercus rubra, were collected and placed in bags made of nylon mesh, 20 leaves to a bag. Three bags were used, each having a different mesh size.

Each bag was tied shut, labeled, and placed on a scale to find its mass. Then each bag was buried at a depth of 10 centimeters in a flower garden on June 1. At 1-month intervals until frost came in November, the bags were dug up and placed on a scale to find their mass. They were then returned to the ground. When the ground had thawed in April, the routine was resumed. The results appear in the following graph.

2. a) In general, what kinds of soil organisms can go through a 10-mm nylon mesh as compared to 1-mm mesh? A 0.005-mm mesh? (Check you text for reference)

b) What would have been a plausible hypothesis for this experiment?

(Use the “If… Then…” format)

3. Using the information given, formulate a theory about the relative importance of various groups of soil organisms in the process of leaf decomposition.

4. In an average soil, more than three fourths of the energy flow is through microorganisms, which would be the only organisms to fit through the 0.005 mm mesh. Why then, did the least decomposition occur in the 0.005 mesh bag where there are nothing but microorganisms present? Be thorough with your answer!
5. A particularly long-lived insecticide was sprayed on a deciduous forest. The insecticide adhered to the tree leaves and also percolated into the soil. What effect would this have on decomposition in the soil? Explain.
Unit: Ecological Concepts
Reading:

Chapter 4 Text

Section 4-1 through 4-4 (this should be review)

Chapter 5 Text

Section 5-1 through 5-7

Chapter 6 Text

Section 6-1 through 6-6
ONLINE READING QUIZ DUE DATE:__________

Labs:

Biome Diorama

Measuring Cricket Population Capture-Recapture Lab

Biome PowerPoint Presentation

Top of the Food Chain Worksheet

Capture-Recapture Worksheet

Marine Food Chain Worksheet

Simple Math for ‘Geniuses’

Making a Climatogram

Evolution

• 
  Habitat vs. Niche
  
• 
  Specialist vs. Generalist
  
• 
  Evolution, Natural Selection, Variation, Mutation
  
• 
  Stabilizing vs. Directional vs. Disruptive/Diversifying Selection
  
• 
  Speciation (Geographic vs. Reproductive Isolation)
  
• 
  Adaptive Radiation, Mass Extinction, Mass Depletion
  

• 
  Weather vs. Climate
  
• 
  El Niño vs. La Niña vs. Normal Conditions
  
• 
  Seasons
  
• 
  Rainshadow Effect
  
• 
  Global Convection Currents
  
• 
  Biomes (precipitation, temperature, sunlight patterns, latitude and altitude, and important necessary adaptations)
  
  • 
    Arctic Tundra, Tiaga (Boreal), Temperate Forests, Grasslands, Chaparral, Desert, Tropical Rainforest
    

• 
  Productivity of Coastal Zone vs. Open Ocean vs. Estuaries
  
• 
  Ecological and Economic Services of Marine and Freshwater Systems
  
• 
  Aquaculture (Pros and Cons)
  
• 
  Euphotic vs Bathyal vs. Abyssal zones of Oceans
  
• 
  Littoral vs. Limnetic vs. Profundal zones of Lakes
  
• 
  Oligotrophic vs. Eutrophic Lakes
  
• 
  Summer vs. Winter Stratification of Lakes (Thermocline)
  

• 
  Abiotic and Biotic Factors Influencing Population Size and Growth Rate
  
• 
  Biotic Potential, Carrying Capacity
  
• 
  Exponential vs. Logistic Growth
  
• 
  Density-Dependent vs. Density-Independent Population Controls
  
• 
  Predator-Prey Population Cycles
  
• 
  r-selected vs. K-selected species (Opportunists vs. Competitors)
  
• 
  Three Types of Survivorship Curves
  

• 
  Native vs. Non-Native vs. Indicator vs. Keystone Species
  
• 
  Intraspecific vs. Interspecific Competition
  
• 
  Competitive Exclusion Principle
  
• 
  Resource Partitioning
  
• 
  Character Displacement
  
• 
  Fundamental vs. Realized Niches
  
• 
  Predation
  
• 
  Prey Adaptations
  
• 
  Parasitism vs. Mutualism vs. Commensalism
  
• 
  Ecosystem Succession (primary vs. secondary)
  

Lessons from Biome Presentations

Lessons from Cricket Lab

Measuring Cricket Populations

Capture-Recapture Lab

The method we are using to estimate the population size requires that we make a few assumptions. They are:

1. 
   The population is ‘closed’- no migration, births, or deaths occur during the experiment.
   
2. 
   The marks or tags are not lost or overlooked by observers.
   
3. 
   All animals are equally likely to be caught during both capture sessions. In other words, the marks don’t hurt, kill, or prevent the animals from acting normally.
   

Using these assumptions, we will use a mathematical model (known as the Lincoln-Peterson model) to calculate the population size. There are only three numbers we need in order to use this model and they are fairly easy to collect. The first number we get by capturing a sample of the overall population of the animals we want to study. That is denoted with ‘n₁’. Each of these animals is marked or tagged so that it can be identified at a later time if re-captured. At a later time, we will capture another sample of the same general population and count the number of animals caught. This time however, we will note how many of the re-captured animals carry the marks or tags from the first capture and how many animals were re-captured in total. These numbers are ‘m₂’ and ‘n₂’ respectively.

In Summary:

• 
  n1 = # animals marked and released during the first capture.
  
• 
  n2 = # of animals captured during the second capture (total)
  
• 
  m2 = # of animals captured during second capture that bear marks from the first session.
  
• 
  N = the estimate of total population size
  

By comparing the proportions of these marked and unmarked animals, we can estimate the population size using the following equation:

Simplifying the equation we get:

1. 
   Carefully remove a Tupperware container and seal it without losing any crickets.
   
2. 
   Take the Tupperware to your desk and mark ALL of the crickets in the Tupperware.
   
   1. 
      To do this, have one group member carefully catch and hold one cricket at a time while the second group member places a paint dot on the thorax of the cricket. Your group will be using ________ color paint.
      
   2. 
      Place the marked cricket in the second Tupperware container.
      
   3. 
      Repeat
      
3. 
   When ALL of the crickets have been marked, return the marked crickets in your Tupperware to the terrarium.
   
4. 
   At this point we will have a brief discussion while the marked crickets intermingle with their unmarked friends and neighbors.
   
5. 
   After the discussion, you will go back to the terrarium and remove a collection of crickets in your Tupperware container. At this point, there should be some marked and some unmarked crickets in your Tupperware.
   
6. 
   Take the Tupperware back to your table and count how many crickets you have without any marks, with your color marks, and any other colored marks. Record this information in your data sheet.
   
7. 
   NOTE THE DIFFERENCE BETWEEN m₂ and M₂.
   

	n1	n2	m2 (your group color)	M2 (any color)
Group 1
Group 2
Group 3
Group 4
Group 5
Group 6
Group 7
TOTALS

Analysis:

1. 
   Notice that you can calculate the population estimate using either your group’s data alone or using the class’ data as a whole. Which value should you use for the number of marked animals in each calculation and why? M or m?
   

2. 
   Explain why one of the estimates is more reliable than the other.
   

3. 
   Explain what would happen to your estimate if several of the animals died or migrated out of the area between captures?
   

4. 
   Explain what would happen to your estimate if the marks or tags fell off the animals before they were recaptured?
   

TOP OF THE FOOD CHAIN

T.C. Boyle, in Without a Hero and Other Stories
NOTE: as you read this, circle, underline, or highlight all of the organisms mentioned.
The thing was, we had a little problem with the insect vector there, and believe me, your tamer stuff, your Malathion and pyrethrum and the rest of the so-called environmentally safe products didn't begin to make a dent in it, not a dent, I mean it was utterly useless-we might as well have been spraying with Chanel Number 5 for all the good it did. And you've got to realize these people were literally covered with insects day and night-and the fact that they hardly wore any clothes just compounded the problem. Picture if you can, gentlemen, a naked little two-year-old boy so black with flies and mosquitoes it looks like he's wearing long johns, or the young mother so racked with the malarial shakes she can't even lift a diet Coke to her lips-it was pathetic, just pathetic, like something out of the Dark Ages.... Well, anyway, the decision was made to go with DDT in the short term, just to get the situation under control, you understand.

Yes, that's right, Senator, DDT. Dichlorodiphenyltrichloroethane.

Yes, I'm well aware of that fact, sir. But just because we banned it domestically, under pressure from the bird watching contingent and the hopheads down at the EPA, it doesn't necessarily follow that the rest of the world-especially the developing world-is about to jump on the bandwagon. And that's the key word here, Senator: developing. You've got to realize this is Borneo we're talking about here, not Port Townsend. These people don't know from square one about sanitation, disease control, pest eradication -or even personal hygiene, if you want to come right down to it.

It rains a hundred and twenty inches a year, minimum. They dig up roots in the jungle. They've still got headhunters along the Rajang River, for god's sake.

And please don't forget they asked us to come in there, practically begged us-and not only the World Health Organization, but the Sultan of Brunei and the government in Sarawak too. We did what we could to accommodate them and reach our objective in the shortest period of time and by the most direct and effective means. We went to the air. Obviously. And no one could have foreseen the consequences, no one, not even if we'd gone out and generated a hundred environmental-impact statements-it was just one of those things, a freak occurrence, and there's no defense against that. Not that I know of, anyway....

Caterpillars? Yes, Senator, that's correct. That was the first sign: caterpillars.

But let me backtrack a minute here. You see, out in the bush they have these roofs made of thatched palm leaves-you'll see them in the towns too, even in Bintulu or Brunei-and they're really pretty effective, you'd be surprised. A hundred and twenty inches of rain, they've got to figure a way to keep it out of the hut, and for centuries, this was it. Palm leaves. Well, it was about a month after we sprayed for the final time and I'm sitting at my desk in the trailer thinking about the drainage project at Kuching, enjoying the fact that for the first time in maybe a year I'm not smearing mosquitoes all over the back of my neck, when there's a knock at the door. It's this elderly gentleman, tattooed from head to toe, dressed only in a pair of running shorts-they love those shorts, by the way, the shiny material and the tight machine-stitching, the whole country, men and women and children, they can't get enough of them.... Any- way, he's the headman of the local village and he's very excited, something about the roofs-atap, they call them. That's all he can say, atap, atap, over and over again.

It's raining, of course. It's always raining. So I shrug into my rain slicker, start up the 4X4 and go have a look. Sure enough, all the atap roofs are collapsing, not only in his village, but throughout the target area. The people are all huddled there in their running shorts, looking pretty miserable, and one after another the roofs keep falling in, it's bewildering, and gradually I realize the headman's diatribe has begun to feature a new term I was unfamiliar with at the time-the word for caterpillar, as it turns out, in the Than dialect. But who was to make the connection between three passes with the crop duster and all these staved-in roofs?

Our people finally sorted it out a couple weeks later. The chemical, which, by the way, cut down the number of mosquitoes exponentially, had the unfortunate side effect of killing off this little wasp-I've got the scientific name for it somewhere in my report here, if you're interested-that preyed on a type of caterpillar that in turn ate palm leaves. Well, with the wasps gone, the caterpillars hatched out with nothing to keep them in check and chewed the roofs to pieces, and that was unfortunate, we admit it, and we had a real cost overrun on replacing those roofs with tin . . . but the people were happier, I think, in the long run, because let's face it, no matter how tightly you weave those palm leaves, they're just not going to keep the water out like tin. Of course, nothing's perfect, and we had a lot of complaints about the rain drumming on the panels, people unable to sleep and what-have-you....

Yes, sir, that's correct-the flies were next. Well, you've got to understand the magnitude of the fly problem in Borneo, there's nothing like it here to compare it with, except maybe a garbage strike in New York. Every minute of every day you've got flies everywhere, up your nose, in your mouth, your ears, your eyes, flies in your rice, your Coke, your Singapore sling and your gin rickey. It's enough to drive you to distraction, not to mention the diseases these things carry, from dysentery to typhoid to cholera and back round the loop again. And once the mosquito population was down, the flies seemed to breed up to fill in the gap-Borneo wouldn't be Borneo without some damned insect blackening the air.

Of course, this was before our people had tracked down the problem with the caterpillars and the wasps and all of that, and so we figured we'd had a big success with the mosquitoes, why not a series of ground sweeps, mount a fogger in the back of a Suzuki Brat and sanitize the huts, not to mention the open sewers, which as you know are nothing but a breeding ground for flies, chiggers and biting insects of every sort. At least it was an error of commission rather than omission. At least we were trying.

I watched the flies go down myself. One day they were so thick in the trailer I couldn't even find my paperwork, let alone attempt to get through it, and the next they were collecting on the windows, bumbling around like they were drunk. A day later they were gone. Just like that. From a million flies in the trailer to none....

Well, no one could have foreseen that, Senator. The geckos ate the flies, yes. You're all familiar with geckos, I assume, gentlemen? These are the lizards you've seen during your trips to Hawaii, very colorful, patrolling the houses for roaches and flies, almost like pets, but of course they're wild animals, never lose sight of that, and just about as unsanitary as anything I can think of, except maybe flies.

Yes, well don't forget, sir, we're viewing this with twenty-twenty hindsight, but at the time no one gave a thought to geckos or what they ate-they were just another fact of life in the tropics. Mosquitoes, lizards, scorpions, leeches-you name it, they've got it. When the flies began piling up on the windowsills like drift, naturally the geckos feasted on them, stuffing themselves till they looked like sausages crawling up the walls. Where before they moved so fast you could never be sure you'd seen them, now they waddled across the floor, laid around in the corners, clung to the air vents like magnets-and even then no one paid much attention to them till they started turning belly-up in the streets. Believe me, we confirmed a lot of things there about the buildup of these products as you move up the food chain and the efficacy-or lack thereof-of certain methods, no doubt about that....

The cats? That's where it got sticky, really sticky. You see, nobody really lost any sleep over a pile of dead lizards-though we did the tests routinely and the tests confirmed what we'd expected, that is, the product had been concentrated in the geckos because of the sheer number of contaminated flies they consumed. But lizards are one thing and cats are another. These people really have an affection for their cats-no house, no hut, no matter how primitive, is without at least a couple of them. Mangy-looking things, long-legged and scrawny, maybe, not at all the sort of animal you'd see here, but there it was: they loved their cats. Because the cats were functional, you understand-without them, the place would have been swimming in rodents inside of a week.

You're right there, Senator, yes-that's exactly what happened. You see, the cats had a field day with these feeble geckos-you can imagine, if any of you have ever owned a cat, the land of joy these animals must have experienced to see their nemesis, this ultra- quick lizard, and it's just barely creeping across the floor like a bug. Well, to make a long story short, the cats ate up every dead and dying geckos in the country, from snout to tail, and then the cats began to die ... which to my mind would have been no great loss if it wasn't for the rats. Suddenly there were rats everywhere-you couldn't drive down the street without running over half-a-dozen of them at a time. They fouled the grain supplies, fell in the wells and died, bit infants as they slept in their cradles. But that wasn't the worst, not by a long shot. No, things really went down the tube after that. Within the month we were getting scattered reports of bubonic plague, and of course we tracked them all down and made sure the people got a round of treatment with antibiotics, but still we lost a few and the rats kept coming....

It was my plan, yes. I was brainstorming one night, rats scuttling all over the trailer like something out of a cheap horror film, the villagers in a panic over the threat of the plague and the stream of nonstop hysterical reports from the interior-people were turning black, swelling up and bursting, that sort of thing-well, as I say, I came up with a plan, a stopgap, not perfect, not cheap; but at this juncture, I'm sure your agree, something had to be implemented. We wound up going as far as Australia for some of the cats, cleaning out the SPCA facilities and what-have-you, though we rounded most of them up in Indonesia and Singapore-approximately fourteen thousand in all. And yes, it cost us-cost us upfront purchase money and aircraft fuel and pilots' overtime and all the rest of it-but we really felt there was no alternative. It was like all nature had turned against us.

And yet still, all things considered, we made a lot of friends for the U.S.A. the day we dropped those cats, and you should have seen them, gentlemen, the little parachutes and harnesses we'd tricked up, fourteen thousand of them, cats in every color of the rainbow, cats with one ear, no ears, half a tail, three-legged cats, cats that could have taken pride of show in Springfield, Massachusetts, and all of them twirling down out of the sky like great big oversized snowflakes....

It was something. It was really something. Of course, you've all seen the reports. There were other factors we hadn't counted on, adverse conditions in the paddies and manioc fields-we don't to this day know what predatory species were inadvertently killed off by the initial sprayings, it's just a mystery-but the weevils and whatnot took a pretty heavy toll on the crops that year, and by the time we dropped the cats, well, the people were pretty hungry, and I suppose it was inevitable that we lost a good proportion of them right then and there. But we've got a CARE program going there now, and something hit the rat population- we still don't know what, a virus, we think-and the geckos, they tell me, are making a comeback.

So what I'm saying is, it could be worse, and to every cloud a silver lining, wouldn't you agree, gentlemen?

Total populations 150 recaptured

2. In order to determine snail populations, 340 snails were captured, tagged, and released. Later, 420 snails were captured. Of the 420 snails, 16 were already marked. What is the size of the snail population?

3. 150 marlin were captured, tagged, and returned to the deep ocean, where they live. Later, when 140 marlin were captured, 7 of the marlin had tags. What is the size of the marlin population?

4. Describe one factor for each of the examples above that might interfere with the accuracy of the population estimates. (that’s three factors)

Biome Oral Presentation

• 
  Biome options:
  
  • 
    Desert, Tundra, Tiaga, Temperate Deciduous Forest, Grassland, Chaparral, Tropical Rainforest
    

- general climate (temperature, precipitation)

- general latitude

- typical flora, fauna, and soil characteristics

- limiting factors

Some helpful websites:

http://www.thewildclassroom.com/biomes/tropicalsavanna.html

http://www.uwsp.edu/geo/faculty/ritter/interactive_climate_map/climate_map.html

http://www.fs.fed.us/land/ecosysmgmt/colorimagemap/ecoreg1_provinces.html

http://www.radford.edu/~swoodwar/CLASSES/GEOG235/biomes/intro.html

- use a bright color to identify your biome

- label the equator and the tropics
4. Find the common and/or scientific names of the main plants in your biome. Be specific as to type. It is NOT enough to simply write "tree" or even "pine tree." You must find specific names, such as "pinon pine tree."
5. Find the common and/or scientific names of the common animals in your biome. In that list, you must include the most abundant types of organisms.
6. Describe specific adaptations that are unique to your biome. Why is it unique?
7. Create a food web that represents your specific biome. Identify the trophic levels and relative abundance of the organisms.
8. Create a climatogram for your chosen city. This is a graph of the average monthly rainfall and temperatures with rainfall as a bar graph and temperature as a line graph.

- you can use this website to help you find the data you need http://www.worldclimate.com/

Name:____________________

Biome:_____________________

Oral Presentation Rubric	Possible Points	Teacher Assessment
Provided sufficient coverage of topic. All necessary information was presented	30
Presentation was well planned and coherent.	10
Visual aids were clear and useful.	10
Voice projection and eye contact were at effective levels.	10
Total Possible Points	60

Making a Climatogram using Microsoft Excel

1. Enter the appropriate data:

Enter the Months on the first row.

Enter the precipitation values (in cm) on the second row accordingly. (no units)

Enter the temperature value (in Celsius) on the third row accordingly. (no units)

Months

January

February

March

April

May

June

July

August

September

October

November

December

precip. (cm)

Temp. (deg. C)

2. Select the precip. and Temp. cells with the numbers in them.

- Temp Max 30C ----- Min -30C

- Precip Max 35cm ---- Min 0cm
12. Give your chart a title by double clicking on the chart in a blank area. Then, at the top of the window, click the ‘Layout’ tab. Then you can select ‘Chart Title’ Above chart and Type in an appropriate Title.

Answer the questions on the next page….

Climatogram part 2

2. Which biome illustrates a distinct dry season and wet season and therefore has plants adapted to survive (and in fact, thrive) with periodic fires?

3. Which two biomes have the least rainfall?

4. Grasslands, deserts and deciduous forests can be found at similar latitudes. What abiotic factor is most responsible for the differences among the biomes?

Chapter 7 Text

Section 7-1 through 7-5 and 7-7 through 7-8
ONLINE READING QUIZ DUE DATE:__________

Labs:

Human Population Growth Computer Lab

Population Pyramid Internet Exercise

Tragedy of the Commons Activity

Population Calculation Worksheet

Simple Math for ‘Geniuses’ Worksheet

A Non-Bearing Account, Noel Perrin

The Frontier Ethic, Daniel Chiras

Human Population Review Sheet
Population Statistics

• 
  Crude birth rate
  
• 
  Crude death rate
  
• 
  Natural rate of increase/growth
  
• 
  Replacement-level fertility
  
• 
  Total fertility rate (TFR)
  
• 
  Factors that affect birth and fertility rates
  
• 
  Factors that affect death rates
  
• 
  Historical changes in U.S. fertility rates
  
• 
  Doubling Time (Rule of 70)
  
• 
  Life expectancy and Infant mortality rates in developed vs. developing countries
  

• 
  Urban environmental problems
  
• 
  Characteristics of sustainable “eco” cities
  
• 
  Migration/urbanization patterns in U.S.
  
• 
  Negative impacts of urban sprawl
  
• 
  Heat island effect
  

• 
  Tragedy of the commons
  
• 
  Age structure diagrams
  
• 
  Four stages of demographic transition
  
• 
  Strategies to control human growth rate
  
• 
  Population policies of China and Japan
  
• 
  Influence of growth rates on I=PAT
  
• 
  Effect of baby boomers in U.S.
  
• 
  Population declines from reduced fertility vs. increased death
  
• 
  Trends of population distribution in U.S. and world
  
  • 
    China and India Case Studies
    

• 
  Population Worksheet Problems
  
• 
  Lessons from Perrin Article
  
• 
  Lessons from Chiras Article
  

2. Describe the data trends from year 0 until the 1700’s. How does it compare to after 1700?

3. Adding a trendline:

1. 
   Put cursor over a data point on the graph and RIGHT Click.
   
2. 
   Then choose ‘TRENDLINE’ option.
   
3. 
   Select ‘Exponential’ and then close.
   

Why doesn’t the trendline fit the data perfectly?

4. When did the rate of growth of the human population really move away dramatically from a simple exponential growth curve and become more vertical than horizontal? _________ What caused that change?

5. What was the population in 1300?__________ in 1400?____________ Explain the reason for the change.

6. Place a custom smoothed line on your graph

1. 
   Right click on a data point and select ‘FORMAT DATA SERIES’.
   
2. 
   Select ‘LINE STYLE’ and then choose a line width and SMOOTH LINE option.
   
3. 
   Print your graph.
   

1 billion year________

from 2 to 4 billion? __________

from 3 to 6 billion? __________
9. Has a doubling of world population occurred in your parents’ lifetime?

10. Look at the chart of Population Growth in Selected Countries found below the previous data on the excel spreadsheet.. Fill out the chart in the following way:

1. 
   The Natural Increase is the % increase per year. To calculate it, subtract the death rate from the birth rate and divide by 10.
   
2. 
   Now calculate the doubling time by using the “Rule of 70”
   

1. 
   What country is closest to zero population growth?_____________
   

2. 
   What is the doubling time for the United States?_________year
   

3. 
   The birth rates and death rates that are given are per 1000 people in one year. The United States is actually growing faster than its natural increase. The United States, with its open immigration policy, accepts 5 immigrants per thousand each year. Add 5 to the birth rate to show the increase due to immigration.
   

1. 
   What is the doubling time?___________years.
   
1. 
   Check to see if the “Rule of 70” actually works. Look up the population and % increase for 1952 in the World Population and Annual Addition, 1950-2007 chart.
   

population = ______________

12. Look at the data on the spreadsheet World Population Growth, 1950-2007.

a. What year were you born?________
b. What was the population that year?________
c. What was the growth rate that year?_______
Use the rule of 70 to determine the doubling time at the time of your birth
d. doubling time = ___________ years.

e. What year will that be___________?

13. Make a graph of World Population Growth, 1950-2010. If you need help, ask your teacher how to make the graph.

• 
  Add an exponential trendline.
  

You want to project the trendline into the future

1. 
   Double click or highlight the trendline, and select ‘FORMAT TRENDLINE’. Select ‘FORECAST FORWARD’—type in 30.
   

2. 
   Does the trendline agree with your prediction in 12e?_________ Explain.
   

14. Print your graph.

15. Do you think that the projected trendline accurately describes the future human population?______ Draw by hand your prediction of population growth from 2007 to the future on your graph, and explain below why it differs from the trendline generated by the computer.

16.Looking at the EXCEL worksheet of World Population growth, what is the annual addition of people during last year?__________million people.

1. 
   In 1918 an influenza (often called the Spanish Influenza) killed 21,000,000 people. At last year’s increase rate, how long would it take the world to recover from such a devastating epidemic? Hint: how many people were added last year?
   

2. 
   Although humans have never traveled farther than the moon, and we certainly are unlikely to terriform the moon or Mars within the next 20 years, lets say that our wildest dreams have come true, and we can send as many as 500,000 people a year to a newly colonized planet (yeah, sure, that will happen). Using last year’s increase rate, how long would it take for the Earth’s human population to replace those 500,000 colonists?
   

3. 
   Assuming no increase in population growth rates, how many people would have to be shipped out per year to this mythical colony to keep Earth’s population steady?_________________