Biology 20

- Explain the constant flow of energy through the biosphere and ecosystems.

- Explain the cycling of matter through the biosphere.

- Explain how the biosphere, as an open system, balances energy and matter exchange to maintain equilibrium.

- Explain the one-way flow of energy through the biosphere in general terms. - Explain how stored energy in the biosphere, as a system, is eventually lost as heat. - Illustrate using photosynthesis/chemosynthesis, cellular respiration (muscle heat generation, decomposition), and energy transfer by conduction, radiation, and convection.

- Explain how energy in the biosphere reflects a balance among photosynthesis, chemosynthesis, and cellular respiration. - Describe energy flow in photosynthetic environments and in deep-sea vent (chemosynthetic) and other extreme ecosystems.

- Explain ecosystem trophic levels using models such as food chains and food webs.

- Explain, quantitatively, the flow of energy and the exchange of matter in aquatic and terrestrial ecosystems using models such as pyramids of numbers, biomass, and energy.

- Explain and summarize the biogeochemical cycles of carbon, oxygen, nitrogen, and phosphorus. - Relate these cycles to the general reuse of matter in the biosphere.

- Explain how water’s chemical and physical properties (i.e., universal solvent, hydrogen bonding) underpin its primary role in biogeochemical cycles.

- Explain the interrelationship of energy, matter and ecosystem productivity (biomass production) - E.g., - Antarctic Ocean versus tropical seas - Tropical rain forest versus desert - Taiga versus tundra

- Explain how the balance of gas exchange in photosynthesis and cellular respiration affects atmospheric composition.

- Describe geologic evidence (stromatolites) for changes in atmospheric oxygen and carbon dioxide from anoxic conditions to the present. - Explain scientific explanations for these changes in atmospheric composition. - Describe the significance of these changes to current biosphere equilibrium.

- Formulate questions about observed relationships and plan investigations into questions, ideas, problems, and issues. - Propose a relationship between producers and the available energy of a system (IP–SEC1). - Predict a relationship between solar energy storage by plants and varying light conditions (IP–NS3) [ICT C6–4.1].

- Explain that scientific investigation involves analyzing evidence and providing explanations based on scientific theories and concepts (NS5f) [ICT C6–4.2]. - Evaluate evidence for the influence of ice and snow on the trapping of solar energy (albedo effect) and hypothesize the consequences of fluctuations for biological systems. - Explain how drying harvested grain before storage reduces metabolic heat release, and the scientific principles underlying this technology. - Explain, in terms of energy flow, the advantage of vegetarianism in densely populated countries.

- Conduct investigations into relationships among observable variables, using a range of tools and techniques to gather and record data and information - Perform an experiment to demonstrate solar energy storage by plants (PR–NS3, PR–NS4, PR–NS5) - Draw annotated diagrams of food chains, food webs, and ecological pyramids by hand or using technology (PR–NS4)

- Analyze data and apply mathematical and conceptual models to develop and assess possible solutions. - Analyze data on the diversity of plants, animals, and decomposers in an endangered ecosystem (e.g., wetlands, short grass prairie) and predict long-term outcomes (AI–SEC1) [ICT C6–4.1]. - Compare ways to present ecosystem energy flow data (pyramids of energy, biomass, and numbers) (AI–SEC1, AI–NS4, AI–NS6) [ICT C6–4.2]. - Analyze data on how plants store solar energy (AI–NS2, AI–NS3, AI–NS4, AI–NS6).

- Work collaboratively to solve problems and apply the skills and conventions of science to communicate information and ideas and to assess results. - Use appropriate Système international (SI) units, fundamental and derived units, and significant digits (CT–NS2). - Use appropriate numeric, symbolic, graphical, and linguistic representations to communicate ideas, plans, and results (CT–NS2). - Use appropriate unit notation in data presented in an energy pyramid (CT–NS2). - Work cooperatively as a team to investigate, synthesize, and present information on the effect of organism diversity on an ecosystem (CT–SEC1, CT–SEC2, CT–SEC3) [ICT C1–4.4, C7–4.2].

- Formulate questions about observed relationships and plan investigations into questions, ideas, problems, and issues. - Design an experiment to compare the carbon dioxide production of plants and animals (IP–NS1, IP–NS2, IP–NS3, IP–NS4). - Hypothesize how alterations in the carbon cycle from burning fossil fuels might affect other cycling phenomena (e.g., sulfur, iron, water) (IP–NS3) [ICT C6–4.1]. - Predict disruptions in the nitrogen and phosphorus cycles caused by human activities (IP–NS3) [ICT C6–4.1].

- Explain that science and technology have both intended and unintended consequences for humans and the environment (SEC3) [ICT F3–4.1] - Discuss how human activities influence the biogeochemical cycling of phosphorus, sulfur, iron, and nitrogen - Discuss society’s use of water, its impacts on water quality and quantity in ecosystems, and the need for water purification and conservation - Analyze how heavy metals released into the environment move through natural food chains/webs and affect quality of life

- Conduct investigations into relationships among observable variables, using a broad range of tools and techniques to gather and record data and information (PR–NS2, PR–NS3, PR–NS4) [ICT P2–4.1]. - Measure and record pH and the amounts of nitrates, phosphates, iron, or sulfites in water samples (PR–NS2, PR–NS3, PR–NS4) [ICT P2–4.1].

- Analyze data and apply mathematical and conceptual models to develop and assess possible solutions. - Analyze data on water consumption and loss in plants and animals (AI–NS2, AI–NS3, AI–NS4) [ICT C7–4.2].

- Work collaboratively to address problems, applying scientific skills and conventions to communicate information and assess results. - Work cooperatively in a group to investigate how human activities influence biogeochemical cycles and present findings using appropriate multimedia (CT–SEC1, CT–SEC2, CT–SEC3) [ICT C1–4.2, F2–4.7, P3–4.1].

- Formulate questions about observed relationships and plan investigations of related questions, ideas, problems, and issues. - Predict how changes in carbon dioxide and oxygen concentrations affect atmospheric equilibrium when human activity significantly reduces photosynthetic organisms (IP–NS3) [ICT C6–4.1].

- Explain that science and technology are developed to meet societal needs and expand human capability (SEC1) [ICT F2–4.4, F2–4.8] - Evaluate closed-system technologies in terms of energy and matter, including space stations and spaceships, Biosphere experiments, and manned exploration of Mars' surface

- Conduct investigations into relationships among observable variables, using a broad range of tools and techniques to gather and record data. - Collect evidence from various print and electronic sources on how human activities disrupt photosynthetic and cellular respiratory activities (PR–SEC1, PR–SEC2) [ICT C1–4.1].

- Explain that science and technology have intended and unintended consequences for humans and the environment (SEC3) [ICT F3–4.1] - Describe how human activities can disrupt the biosphere’s balance between photosynthesis and cellular respiration, including fossil fuel combustion, stratospheric ozone depletion, and forest destruction

- Analyze data and apply mathematical and conceptual models to develop and assess possible solutions. - Design and evaluate a model of a closed biological system in equilibrium with respect to carbon dioxide, water, and oxygen exchange (PR–ST2, AI–ST1). - Compare and contrast the flow of energy and the cycling of matter in Biosphere 2 with that in Earth’s biosphere (AI–SEC2).

- Work collaboratively to address problems, applying the skills and conventions of science to communicate information and ideas and to assess results. - Work cooperatively as a group to investigate, synthesize, and present information on the effects of changes to stratospheric ozone levels on society, agriculture, plants, and animals (CT–SEC1, CT–SEC2, CT–SEC3) [ICT C1–4.4, C7–4.2, F2–4.7].