Population Pyramid Internet Assignment

Population Pyramid Internet Assignment

On the Internet, go to the U.S. Census Bureau database on world population at the following address: http://www.census.gov/ipc/www/idb/

Click on the ‘Data Access’ link.
1. Scroll down to United States and the current year, and obtain the demographic SUMMARY data by clicking on ‘Submit’ and fill in below

Most Current Info

Births per 1,000 population....................

Deaths per 1,000 population....................

Rate of natural increase (percent).............

Annual rate of growth (percent)................

Life expectancy at birth (years)...............

Infant deaths per 1,000 live births............

Total fertility rate (per woman)...............

2. Why is the annual rate of growth higher than the natural rate of increase?

Click on the ‘Population Pyramids’ Tab.

3. Describe the present pyramid, and account for its shape.

4. Scroll down and change the year to 2025. According to this pyramid, what is predicted to happen to the population demographics?

5. Is there a significant difference between the populations of men and women? ________ If there is, what might be a reason for the difference?

Go back to the IDB main page and choose the second country

Country #2 Angola

Highlight the country and submit query.

1. Look at the Demographic Indicators and answer the following questions

Most Current Info

Births per 1,000 population....................

Deaths per 1,000 population....................

Rate of natural increase (percent).............

Annual rate of growth (percent)................

Life expectancy at birth (years)...............

Infant deaths per 1,000 live births............

Total fertility rate (per woman)...............

2. What significant changes are projected for 2025?

3. a. Describe the shape of the current population pyramid.

b. a. How does the 2025 pyramid differ?

b. Why does the 2025 pyramid differ?

4. Is there a significant difference between the populations of men and women in Angola? Explain possible causes.
5. Explain the reasons for the differences in questions 1-4 between Angola and the United States. Give at least two reasons.

Country #3 Italy

1. Would you expect Italy to be more similar to the United States or to Angola?________ Why?
Highlight the country and submit query.

2. Look at the Demographic Indicators and answer the following questions

Most Current Info

Births per 1,000 population....................

Deaths per 1,000 population....................

Rate of natural increase (percent).............

Annual rate of growth (percent)................

Life expectancy at birth (years)...............

Infant deaths per 1,000 live births............

Total fertility rate (per woman)...............

3. What significant changes are projected for 2025?

4.a. Describe the shape of the current population pyramid.

b. How will the shape change by 2025?______________ Why?
6. What are two social problems that will occur as a result of demographic changes in Italy?

Country #4__________________________ (your choice)

Choose any country, print out the graphs and demographic data and answer the following questions

1. Does the population information indicate that this is a developed or developing country?____________ Explain.

2. Label the pre-reproductive, reproductive, and post-reproductive sections of the most current pyramid graph. Use these categories to explain the projected changes in the country in the next 25 years.

4. 
   What social, economic or environmental issues are likely to become a problem in this country? Explain.
   

Population Calculation Worksheet

Here are some handy equations to help you with the problems on the back of this sheet. You will need to be familiar with the equations for your test and the AP exam.
1. Population density:


for example:

2. Birth or Death Rates:


for example:

3. Finding Population Growth Rate (r):
NOTE: this does not include immigration or emigration

for example:

4. Finding the Doubling Time of a Population:

THE RULE OF 70!!!


for example: or

Population Problems

Given the following information, answer questions 1-3.
Schuhlsville is an island of 5000 square miles off the coast of Jabooty. There are currently 250,000 inhabitants of the island. Last year, there were 12,000 new children born (all cute and very smart) and 10,000 people were recorded as deceased (mostly drunkards and hooligans).
1. What is the current population density and what do you expect will happen to the density as time goes on?

2. What are the birth and death rates?

3. What stage in the demographic transition model do the birth and death rates suggest for this society? Refer to your text for reference.

4. What is the population growth rate (r)?

5. In what year will the population of Schuhlsville double?

Unit: Sustaining Biodiversity
Reading:

Chapter 8 Text

Section 8-1 through 8-9

Chapter 9 Text

Section 9-1 through 9-5
ONLINE READING QUIZ DUE DATE:__________

Labs:

Hubbard Brook Activity

Grey Wolf Research and Debate
Worksheets:
Invasive Species “Wanted Poster”

Simple Math for ‘Geniuses’

Sustaining Biodiversity Review Sheet
Land Use

• 
  Private vs. Public Land
  
• 
  Land Management Agencies
  
• 
  Major types of U.S. public lands (Multiple-Use, Moderately Restricted-Use, Restricted Use)
  
• 
  Environmentalist view of how public lands should be managed
  
• 
  Ideas about Wilderness
  

Deforestation

• 
  Tropical vs. Temperate, Dry vs. Rain Forests
  
• 
  Old-growth vs. Secondary Forests
  
• 
  Tree Plantations
  
• 
  Benefits and Costs of Logging
  
• 
  Effects of Logging Roads
  
• 
  Types of Cutting (Clear vs. Selective)
  
• 
  Ways to Log Sustainably
  
• 
  Alternatives to Logging
  
• 
  Crown fires vs. Surface fires
  

Endangered Species

• 
  Differences between strategies and tactics of Ecosystem vs. Species approach
  
• 
  Endangered vs. Threatened vs. Rare Species
  
• 
  Instrumental vs. Intrinsic Value of Species
  
• 
  Uses of Species for Humans
  
• 
  Ecological Priorities
  
• 
  Hot Spots
  
• 
  Local vs. Ecological vs. Biological Extinction
  
• 
  Characteristics that make species vulnerable
  
• 
  Direct and underlying causes of premature extinction of wild species
  
  • 
    H.I.P.P.O
    
• 
  Legal Solutions for Vulnerable Species (Endangered Species Act, Lacey Act, CITES)
  
• 
  Other approaches (Sanctuaries, Grassroots, Economic)
  

Homework and Labs

• 
  Lessons from Hubbard Brook Activity
  
• 
  Lessons from The Wilderness Idea video (Muir vs. Pinchot)
  
• 
  Lessons from Grey Wolf Debate
  

Hubbard Brook Experimental Forest

Watershed Experiments

Introduction

When research at the Hubbard Brook Experimental Forest began about 50 years ago, the northeastern states were experiencing a drought and many communities were suffering from water shortages. Knowing that plants (especially trees) take up large volumes of water from the soil, scientists wondered whether it might be a good idea to cut down the trees around drinking water reservoirs. They came up with a hypothesis that could be tested through long-term research: if trees were cut down and therefore not taking up water, more water would flow into the reservoirs.

The Hubbard Brook flows through New Hampshire’s White Mountain National Forest and drains a range of small mountains. The tributaries of Hubbard Brook form a set of discrete watersheds, separated by mountain ridges. Because these watersheds share many characteristics in common (for example, similar size and vegetation), they provide an ideal setting for conducting ecosystem experiments.

In laboratory experiments, scientists use controls to determine whether the treatments they impose cause any changes. For example, a scientist studying the effect of salt on plants would expose treatment plants to salt and compare their growth to control plants growing without salt. Similarly, scientists at Hubbard Brook devised experimental treatments for three watersheds to see whether different ways of cutting trees would affect the amount of water reaching the stream. When scientists manipulate the world outside of the laboratory, they are conducting a field experiment.

In one watershed (watershed 2), researchers cut all the trees in the middle of winter and left them lying on the snow so that the soil was not disturbed. In another watershed, all the trees were cut and entirely removed (watershed 5). In a third watershed (watershed 4), researchers divided the forest into 25-meter-wide strips. In the first year, they cut and removed all the “merchantable” materials (leaving branches and tree tops) in every third strip. In subsequent years, they returned and cut the adjacent strips. This treatment was designed to look at less damaging ways of cutting a watershed. And finally, the last watershed was left intact (watershed 3), similar to a control. However, unlike laboratory studies, the ecosystem experiments did not have true controls. Although the different watersheds were similar in size and vegetation, they were not exact replicates. (It is virtually impossible to have true replicates or controls in nature because of variations in soil, plants, etc.) Thus, the watershed that was left intact is referred to as the “reference” rather than the control watershed.

Control: A treatment that reproduces all aspects of an experiment except the variable of interest. Controls and treatments are the same before an experiment.
Reference: Similar to control, referring to a treatment that reproduces many of the aspects of an experimental design, while excluding the variable of interest. A reference and a treatment are designed to be as similar as possible, but may have several differences.

To measure the changes in water flowing out of the different watersheds, scientists installed special gauges on forest streams, called “weirs.” Weirs are permanent concrete structures consisting of a large basin with a v-notch cut on the side of the downstream end. The stream flows directly into the basin where it slows down and becomes less turbulent, and then flows out over the v-notch. By constantly measuring how high the stream is at is passes over this v-notch, and entering this height into a known formula, researchers can determine streamflow volume. A picture of a weir in the HBEF is below.

In this activity, you will be looking at some of the original streamflow data collected at Hubbard Brook to determine the short-term and long-term results of a forest tree-cutting experiment. You will be examining data from Watersheds 2 and 3. Watershed 2 is the treatment (cut) watershed and Watershed 3 is the reference watershed. All trees in Watershed 2 were cut in December 1965 and left on top of the snow. In the summers of 1966, 1967, and 1968 an herbicide was applied to the entire watershed to prevent the regrowth of any vegetation. Watershed 3 was not disturbed. This field experiment was the first study to examine how forest cutting might influence streamflow and subsequent reservoir levels.

Examine the spreadsheet on the computer or the hard copy handed out by your teacher. This spreadsheet includes the streamflow and precipitation data collected from Watersheds 2 and 3 at the Hubbard Brook Experimental Forest over a 30-year period. Notice the headings at the top of the columns. The first column is labeled “year.” Data from 1958-1988 are presented. Streamflow data from the different watersheds (columns 2 and 3) are presented as annual streamflow in mm per standard area per year. These values have been adjusted to account for the difference in size between the watersheds.

For each watershed, mean annual precipitation values are also provided (columns 4 and 5). As you can imagine, the amount of rain usually varies from year to year, and the amount of rain that falls on the watershed obviously influences how much water comes out in streamflow.
Here’s the link to the following data table:

http://www.hubbardbrook.org/education/TeacherActivities/Activ/Activity2DataStudents(Excel).xls

Initially, you will be graphing the streamflow data in Watersheds 2 and 3 for the years before the clearcutting treatment (1958-1965). Scientists refer to this as “baseline” data. You will then graph streamflow data in both watersheds for the five years following the treatment (1966-1970) and will assess the streamflow response of Watershed 2. Lastly, you will graph the remaining data (1971-1988) from both watersheds.

1. 
   1) Graph streamflow in Watershed 2 (the treatment watershed) from 1958 – 1965.
   
2. 
   
   
3. 
   2) Do the same with Watershed 3. Graph the two watersheds together on the same page by adding another ‘series’ to your source data. These are the baseline data. Why is Watershed 3 a reference and not a control?
   
4. 
   
   
5. 
   3) Do you see any trends in annual streamflow in the watersheds? How do the watersheds compare to each other (e.g., does one watershed always have higher streamflow values, or is there variability between years and watersheds)? What do these baseline (before cutting) data tell you about the watersheds’ streamflow? When doing field experiments, scientists try to have an understanding of how the ecosystem is working before the treatment. In interpreting the results of the field experiment, it is essential to compare the watershed streamflow after the treatment (clearcut) to the streamflow before the experiment, for both watersheds. (What mistakes might you make if you did not have data from before the clearcutting?) Think about why it is important to monitor the reference watershed (Watershed 3) as well as the treatment watershed (Watershed 2) both before and after the treatment.
   
6. 
   
   
7. 
   4) Continuing on the same graph(s), you should now include data from the next five years
   
8. 
   (1966-1970). Do you see any changes in watershed streamflow? By about how much did streamflow change? Are these changes in one or both watersheds? How do the two watersheds compare to each other in the five years following the treatment? If there is a change, what year marks the change? The original hypothesis of this experiment was that if we clearcut and applied herbicide to a watershed, more water would flow out of it. Did this happen? Can you make any conclusions?
   

1. 
   
   
2. 
   5) Now add the remaining data to the same graphs (1971-1988). What do you see now? What has happened to the streamflow in both watersheds, and how do they compare to each other? Do you see any differences between the short-term data (1966-1970) and the long-term data (1966-1988)? Does this information change your interpretation of the results? Do the reference and treatment graphs follow the same pattern? How do you explain what is happening?
   
3. 
   
   
4. 
   6) Graph average annual precipitation in Watershed 2 and Watershed 3 on the same graph by adding two more series. Your teacher may ask you to transfer the graph to a transparency and superimpose it on the graph from step 5, and if you made separate graphs, step 6. Does the precipitation information change your interpretation of the results? Why or why not?
   
5. 
   
   
6. 
   7) Another way to look at the relationship between the streamflows is to make a graph of the mathematical difference between the two streamflow values for each year. Graph the difference between the two watersheds (i.e., Watershed 2 annual streamflow – Watershed 3 annual streamflow). What can you learn from this graph that isn’t obvious on your other graph of streamflow?
   
7. 
   
   
8. 
   8) You have probably noticed that there are differences between the short-term and long-term WS2 streamflow data. Why doesn’t WS2 simply return to pre-clearcut streamflow levels and instead shows lower than ‘normal’ levels in the final years?
   

Given all of the streamflow data you have seen, what can you say about the original hypothesis? Does cutting all the trees in a watershed increase streamflow? Think about short- and long-term response. What does this experiment say about the need for long-term research? If the research had stopped five years after the clearcut, do you think your (and other people’s) perceptions of clearcutting effects on streamflow would be different than they are now? If communities are trying to increase reservoir levels, is clearcutting nearby forests a good way to do it?

“Wanted Poster”

 

Also known as: Nonindigenous Species, Non-native Species, Introduced Species

 

Background Information: Go to the Environmental Literacy Council’s web page and read their information on Non-native Species: http://www.enviroliteracy.org/article.php/40.html

 

Choose a Species: Visit one of the following web sites (or the links at the bottom of the above web page). The only requirement for choosing a species is that it must be a species that is invasive in the U.S.

http://www.invasivespeciesinfo.gov/profiles/main.shtml

http://invasivespecies.gov/profiles/main.shtml

http://darwin.bio.uci.edu/~sustain/bio65/lec09/b65lec09.htm

 

Research: Obtain more information on your species by doing a web search. Be sure to document your sources. (Title and address of all web pages used – put these on back of your poster)
The product:

1.      A “Wanted” poster for your species. You must include:

Color, neatness, and creativity

2. 
   Bibliography -- list of internet sites /web addresses OR appropriate bibliographic information on the back of the poster
   
3. 
   You will be evaluated by your peers and the teacher.
   

Northern Rocky Mountain wolves, a subspecies of the gray wolf (Canis lupus), were native to Yellowstone when the park was established in 1872. Predator control was practiced here in the late 1800s and early 1900s. Between 1914 and 1926, at least 136 wolves were killed in the park; by the 1940s, wolf packs were rarely reported. By the 1970s, scientists found no evidence of a wolf population in Yellowstone; wolves persisted in the lower 48 states only in northern Minnesota and on Isle Royale in Michigan. An occasional wolf likely wandered into the Yellowstone area; however, no verifiable evidence of a breeding pair of wolves existed through the mid 1990s. In the early 1980s, wolves began to reestablish themselves near Glacier National Park in northern Montana; an estimated 75 wolves inhabited Montana in 1996. At the same time, wolf reports were increasing in central and north-central Idaho, and wolves were occasionally reported in the state of Washington. The wolf is listed as "endangered" throughout its historic range in the lower 48 states except in Minnesota, where it is "threatened."

National Park Service (NPS) policy calls for restoring native species when: a) sufficient habitat exists to support a self-perpetuating population, b) management can prevent serious threats to outside interests, c) the restored subspecies most nearly resembles the extirpated subspecies, and d) extirpation resulted from human activities.

The U.S. Fish & Wildlife Service 1987 Northern Rocky Mountain Wolf Recovery Plan proposed reintroduction of an "experimental population" of wolves into Yellowstone. In a report to Congress, scientists from the University of Wyoming predicted reductions of elk (15%-25%), bison (5%-15%), moose, and mule deer could result from wolf restoration in Yellowstone. A separate panel of 15 experts predicted decreases in moose (10%-15%) and mule deer (20%-30%). Minor effects were predicted for grizzly bears and mountain lions. Coyotes probably would decline and red foxes probably would increase.

In October 1991, Congress provided funds to the U.S Fish & Wildlife Service (USFWS) to prepare, in consultation with the NPS and the U.S. Forest Service, an Environmental Impact Statement (EIS) on restoring wolves to Yellowstone and central Idaho. After several years and a near-record number of public comments, the Secretary of Interior signed the Record of Decision on the Final Environmental Impact Statement (FEIS) for reintroduction of gray wolves to both areas. Staff from Yellowstone, the USFWS, and participating states prepared to implement wolf restoration. The USFWS prepared special regulations outlining how wolves would be managed as a nonessential experimental population under section 10(j) of the Endangered Species Act. These regulations took effect in November 1994. As outlined in the Record of Decision, the states and tribes would implement and lead wolf management outside the boundaries of national parks and wildlife refuges, within federal guidelines. The states of Idaho, Wyoming, and Montana have begun preparation of wolf management plans.

Park staff assisted with planning for a soft release of wolves in Yellowstone. This technique has been used to restore red wolves in the southeastern United States and swift fox in the Great Plains and involves holding animals temporarily in areas of suitable habitat. Penning of the animals is intended to discourage immediate long-distance dispersal. In contrast, a hard release allows animals to disperse immediately wherever they choose, and has been used in Idaho where there is limited access to the central Idaho wilderness.

In the autumn of 1995 at three sites in the Lamar Valley, park staff completed site planning, and archaeological and sensitive plant surveys. Approximately 1 acre was enclosed at each site with 9-gauge chain link fence in 10' x 10' panels. These enclosures could be dismantled and reconstructed at other sites if necessary. The fences had a 2' overhang and a 4' skirt at the bottom to discourage climbing over or digging under the enclosure. Each pen had a small holding area attached, to allow a wolf to be separated from the group for medical treatment. Inside each pen were several plywood security boxes to provide shelter. For the 1996 release, one pen was relocated to Blacktail Plateau and another was constructed in the Firehole Valley in central Yellowstone. Subsequently pens have been relocated from Lamar to other areas in the park interior to facilitate releases into other geographic areas or the park or special circumstances that require the temporary penning of wolves.

The Debate
You will be assigned to argue one side of the debate regarding wolf populations in the United States. Your team should conduct additional research regarding the following:

1. 
   The terms of the Endangered Species Act: How does it define species as “endangered/threatened?”
   
   1. 
      What problems does the language of the law create?
      
2. 
   The history of the wolf population in the United States.
   
3. 
   What position do local ranchers hold on the issue and why?
   
4. 
   What niche do the wolves fulfill in the ecosystem?
   
5. 
   Other relevant issues
   

Chapter 14 Text

Section 14-1 through 14-5
ONLINE READING QUIZ DUE DATE:__________

Labs:

Serial Dilution Lab

LD₅₀ Lab
Worksheets:

Parts per Million (PPM) Visualization Worksheet

LD₅₀ Worksheet

Simple Math for Geniuses

• 
  Risk vs. Probability
  
• 
  Risk Assessment vs. Risk Management (options to consider)
  
• 
  Precautionary principle
  
• 
  Types of studies (in vivo, in vitro, epidemiological, case studies)
  
• 
  Ways to determine if risk is acceptable
  
• 
  Lessons from Asbestos
  
• 
  Cost-Benefit Analysis
  
• 
  Environmental vs. Economical costs and benefits (graph)
  

• 
  Factors affecting response to toxic substances
  
• 
  Chronic vs. Acute Effects
  
• 
  Chemical Interactions (positive and negative types)
  
• 
  Definition of Poison
  
• 
  LD₅₀ or LC₅₀
  
• 
  Threshold vs. Non-threshold response
  
• 
  Linear vs. Non-linear response
  

• 
  4 Types of Hazards
  
• 
  Mutagens
  
• 
  Teratogens
  
• 
  Carcinogens
  
• 
  Hormonally active agents
  
• 
  Neurotoxin
  
• 
  Transmissible vs. Non-transmissible diseases (see fig. 14.3- which is viral/bacterial?)
  
• 
  Pathogens vs. Vectors
  
• 
  ‘New’ diseases:
  
  • 
    Malarial pathway
    
  • 
    SARS, West Nile Virus
    
  • 
    HIV (wrt Africa)
    
• 
  Persistent Organic Pollutant (POP’s)
  

• 
  Lessons from Brine Shrimp Lab (incl. serial dilution)
  

Purple Dye (100% concentration)

Dilution Well plate

Dropper pipette

Distilled water

Procedure:

1. 
   Put 10 drops of Purple Dye in one well of the plate. This 100% solution can also be called 1X.
   

2. 
   Take one drop from the well you just filled and put it into the well next to the first well. Using a clean dropper pipette, add 9 drops of distilled water to the single drop of 1X solution.
   

3. 
   The second well should now have 10 drops of liquid (1 of Purple Dye and 9 distilled water). This is your 0.1X solution.
   

4. 
   Repeat this dilution process until you can barely see the blue dye in the wells. Record the concentrations (as 1X, 0.1X, etc.) of each dilution as you make them on the next page in the appropriate location. You may also want to describe the color/darkness of the dilutions.
   

5. 
   Make one more dilution so that you can no longer see and blue dye. Since we can no longer see the Dye, does that mean there is no Dye in the dilution?
   

Serial Dilution Data Page

Concentration=

Concentration=

Concentration=

Concentration=

Concentration=

Concentration=

Concentration=

Concentration=

Concentration=

Explain how you could make a 2.5X dilution. There is more than one way to do this, but try to do so using the least amount of liquid.

Part 2 Calculations

What part of a 2 year-old’s lifetime is represented by one minute? First circle your guess then calculate it.

1. 
   1 ppm
   
2. 
   1 ppb
   
3. 
   1 ppt
   
4. 
   2 ppm
   

Show work. Hint: How many minutes are there in 2 years?

How old does someone have to be in order for one second to represent 1 ppb?

34 mg of salt is added to a liter of water. Express the salt concentration as ppm. ______________

Reminder: 1 gram = 1,000 mg and 1 ml of water has a mass of 1 gram.

The following table lists the concentration of gases in the atmosphere as percent concentrations. Convert them to ppm and ppb. Try to find the pattern for simply moving the decimal place.

Serial Dilution Conversions

1:10,000 1:100,000 1:1,000,000

____________ppm

__________ppm

________ppm

__________ppm

___________ppb

____________ppb

You are given the responsibility of determining the LC₅₀ (LC₅₀ stands for lethal concentration, as opposed to LD₅₀ , which deals with lethal dosage) for KCl and Daphnia. To determine LC₅₀ you will need to graph percent survivors against concentration and use the graph to determine what concentration produces 50% fatalities. Construct a table of results and graph that allow you to determine LC₅₀ . Print your graph and mark LC-50 on the graph. Write the value below

Complete the table of results and graph the appropriate information to show the LD-50. To extrapolate your curve go to the trendline function, then use the options section to “forward” the curve.

A toxicologist defines a poison as any substance with an LD₅₀ of less than 50mg per kg of body weight.

Tea used (species name ) _______________________________

(common name)_______________________________

purported effects of tea:

You will make 3 vials (5 ml each) of the following solutions:

10x, 7.5x, 5x, 2.5x, 1x, .5x, .1x as well as a control of 0x.

Unless you are using the stock solution (10x, 1x or .1 x) directly on the shrimp, you must make each solution in a small beaker and stir it before adding the solution to the shrimp.
Part 1: Preparation of tea extract. A cup of tea contains 200 ml of water per teabag, so that would be considered a 1.0x dosage. You will start with a 10x dosage by using 4 teabags in 80 ml of brine (seawater). This will be prepared for you when you arrive.
10X STOCK SOLUTION (pre made by your teacher):
1X STOCK SOLUTION:

• 
  Make a serial dilution of the 10x stock in order to make a 1x stock solution. Add 2 ml of 10x stock solution to 18 ml of seawater. The resulting 20 ml of solution will be 1x.
  

• 
  Make a serial dilution of the 1x stock in order to make a 0.1x stock solution. Add 2 ml of 1x stock solution to 18 ml of seawater. The resulting 20 ml of solution will be 0.1x.
  

• 
  To make a 7.5x solution, place 3.75 ml of the 10x stock solution and 1.25 ml of seawater into a vial containing 10 shrimp- label 7.5x. Repeat twice for the other two vials.
  
• 
  To make a 5x solution, place 2.5 ml of stock solution and 2.5 ml of seawater into a vial containing 10 shrimp- label 5x. Repeat twice for the other two vials.
  
• 
  How will you make a 2.5 x solution? Write your answer here--
  

• 
  Place 5 ml of the 1x stock solution into a vial containing 10 shrimp- label 1x. Repeat twice
  
• 
  To make a 0.5x solution, place 2.5 ml of the 1x stock solution and 2.5 ml of seawater into a vial containing 10 shrimp- label 0.5x. Repeat twice for the other two vials.
  
• 
  Place 5 ml of the 0.1x stock solution into a vial containing 10 shrimp- label 0.1x. Repeat twice
  
• 
  How will you make a control? Write your answer here---
  

In this lab we will use a small crustacean, the brine shrimp. It is normally found in brackish water and is a very hearty little organism and able to tolerate high salt concentrations. You will need to place 10 live shrimp in each of the 24 vials. Whether you add the shrimp to the dilutions or the dilutions to the shrimp is academic as long as a minimum of brine water is transferred with the shrimp. This is important because it helps to keep the dilutions close to the actual values you have created.

Using Excel, plot a scatter graph of concentration (X axis) vs. mortality (Y axis) for any of the teas used by your class. Use a logarithmic scale for the x-axis. This does a good job of spreading out the lower concentrations. If you use a logarithmic scale, you must change the control to 0.001X because ‘0’ does not appear on a log scale. You are probably better off drawing in a trendline of your own rather than having Excel plot one for you. Remember that it is possible for a natural die off and threshold response to affect your results. Mark the LC-50’s on your printed graphs.

2. What is the LC-50 for your tea on brine shrimp?_____________

4. If you pursue this investigation further in order to publish your results in a scientific journal, what would you do to improve upon this lab?

5. Brine Shrimp have a higher tolerance for many pollutants than does another crustacean, the Daphnia, also called a water flea. Indicator species are used to study the overall health of an ecosystem. If you were to study an ecosystem would you use the Brine Shrimp or the Daphnia as indicator species? _________________Explain your reasoning.
Unit: Food, Soil and Pest Management
Reading:

Chapter 10 Text

Section 10-1 through 10-7, review 3-5

Chapter 3 Text

Section 3-5
ONLINE READING QUIZ DUE DATE:__________

Labs:

Soil Lab
Worksheets:

Pesticide Spraying Worksheet

The Worst Mistake in the History of the Human Race, Jared Diamond

Simple Math for Geniuses

Aquiculture: Down on the Salmon Farm Video Questions

Food, Soil, and Pesticides Review Sheet
Soil and Erosion

• 
  Soil composition
  
• 
  Soil horizons (O, A, B, C)
  
• 
  Humus
  
• 
  Loam
  
• 
  Regolith vs. Bedrock
  
• 
  Pedalfers vs. Pedocals vs. Laterites vs. Bauxite
  
• 
  Leaching
  
• 
  Salinization
  
• 
  Waterlogging
  
• 
  Desertification
  
• 
  Sources of and Solutions to Soil Erosion
  
• 
  Soil differences between biomes
  
• 
  Soil Permeability/Water Retention
  

• 
  Conventional vs. Conservation Tillage
  
• 
  Cropping Methods (Contour planting, Alley cropping, Terracing, Windbreaks)
  
• 
  Crop Rotation
  
• 
  Organic (green manure) vs. Inorganic Fertilizer
  
• 
  Traditional vs. Industrial Agriculture
  
• 
  Types of pesticides (specific examples; DDT, Malathion, Atrazine)
  
• 
  Malnutrition vs. Undernutrition
  
• 
  The Green Revolution
  

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  Potential uses of grasslands
  
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  Potential threats to grasslands from grazing
  
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  Proper range management
  
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  Ways grazing can be beneficial to grassland health and biodiversity
  
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  Pros and cons to predator control on rangeland
  

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  Benefits of pesticides
  
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  Disadvantages of pesticides (resistance, human harm, treadmill, biomagnification, ecosystem disruption, runoff, spray drift, hormone disruption)
  
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  Alternative pest control (new cultivation methods, genetically engineered crops, biological control, BT (Bacillus Thuringiensis), sterilization, insect hormones, pheromones)
  
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  Integrated Pest Management
  
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  Pesticide Treadmill
  
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  FIFRA and FQPA ‘96
  

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  Lessons from Soil Lab
  
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  Lessons from Video(s) –Aquaculture and Bt
  

There are three basic soil types, pedalfers, pedocals, and laterites. Pedalfers, common in areas of high rainfall have a high concentration of aluminum and iron because all of the soluble calcium carbonate has been leached out. Laterites, found in tropical areas with extremely high rainfall, have even higher aluminum and iron concentrations, and are very infertile. Pedocals, common in arid regions, contain high concentrations of calcium carbonate.

Through the process of weathering, mineral rocks are broken down over long periods of time into fine particles of clay (less than 0.002 mm in diameter), silt (0.002 to 0.05 mm) and sand (0.5 to 1.0 mm). The relative amounts of the different sizes of particles are responsible for two very important properties of soil: its fertility and its ability to hold water. Humus, or decomposed plant material, is an important component in soils, but is not considered as part of its texture.