sbi4U BIOLOGY, GRADE 12, UNIVERSITY …...BIOLOGY, GRADE 12, UNIVERSITY PREPARATION overview: environmental education opportunities in grade 12 biology Our knowledge and understanding

1 EcoSchools Canada: Connections to Climate Change in Grade 11 and 12 Science (University/College Prep)

sbi4U

BIOLOGY, GRADE 12, UNIVERSITY PREPARATION

overview: environmental education opportunities in grade 12 biology

Our knowledge and understanding of biological energy processes can be used to design models to sustainably reduce energy in artificial systems. For example, the use of enzymes as catalysts in the manufacturing process would reduce the input energy requirements of this system, thereby resulting in fewer greenhouse gas emissions. The rate at which human populations consume food and energy affects numerous predator-prey relationships, as well as other species, including rates and limits to population growth.

Curriculum Expectations Metabolic Processes: C1, C1.1, C1.2, C3.1 Molecular Genetics: D1.2 Population Dynamics: F1, F2, F3

gUiding QUestions

questions learning concepts

How can we use our understanding of biological energy processes to reduce the amount of energy we release into the Earth’s systems?

Solar energy, in the form of electromagnetic radiation (EMR), reaches the Earth’s surface and is then released back into space as radiation and heat. Solar energy includes light, heat, and other forms of radiation, such as ultraviolet and infrared.

How do living systems (cells, organisms, and ecosystems) recycle materials and minimize the transformation of energy into waste heat?

Visible light is captured by plants to make sugars, and is also transformed by the Earth’s surface into infrared radiation, which is absorbed by gaseous CO2 that generates heat. This, in turn, affects the average temperature of the Earth.

In addition to solar energy, which is largely stable and constant, energy released from human activities also contributes to climate change.

EcoSchools Canada: Connections to Climate Change in Grade 11 and 12 Science (University/College Prep) 2

questions learning concepts

How can people learn from these processes to develop more sustainable activities?

Energy transformations in living things are mediated by enzyme processes, which provide the means for reactions to be carried out at lower temperatures (or lower energy levels) and under less stringent conditions.

Manufactured processes generally require high ambient temperatures for rapid production. Enzyme-mediated processes could mean that less manufactured (electrical or heat) energy is needed for production of food or pharmaceutical materials, resulting in fewer greenhouse gases.

links to ecoschools - energy conservationMonitor energy usage throughout the school (e.g., monitors, lights, peripherals) and identify areas where energy consumption can be reduced. Use walkabout worksheets to track changes in energy usage over the course of the school year.

How does an increasing human population change the balance of energy and carbon production in Earth’s systems?

Short-term and long-term fluctuations in population and genetic variation are natural; however, it is also natural for populations to become extinct.

Populations of organisms change over time, as they are affected by various physical and biological factors. Rapid population growth is a common property of a successful invading species, and of species at the bottom of the food pyramid. All populations have the biotic potential for infinite growth, but their populations are usually limited by negative abiotic influences (e.g., no more habitat: J-curve-shaped regulation) or negative biotic influence (e.g., diseases caused by overcrowding: S-curve-shaped regulation).

Atypically, human populations show no apparent capacity to limit growth over time. The constant human population growth (alongside advances in technology) has changed the impact of humans on ecosystems, affecting how natural environments withstand the stress of different forms of change, including severe weather.

links to ecoschools - environmental stewardshipImplement an anti-idling campaign or walk-to-school program to decrease the amount of gaseous carbon compounds released into the atmosphere through the combustion of gasoline.

Discuss the energy inputs required in the manufacturing and disposal of single-use water bottles. Initiate a reusable water bottle or “Take Back the Tap” campaign.

Are we creating a “new carboniferous period”?

Human populations use energy and food resources at very high rates, contributing radiation energy to Earth systems and gaseous carbon compounds to the atmosphere.

SBI4U: BIOLOGY, GRADE 12, UNIVERSITY PREPARATION



researCh aCtivity: a lesson from natUre’s reCyCling system

Biology Grade 12 University Preparation

BackgroundRecycling is an inerent part of the natural world. Natural systems primarily exist in a closed loop; outputs from one process are inputs for another. There is no such thing as waste – everything has a purpose. This is radically different than commercial product life-cycles which are generally linear systems, where the life of a product starts with newly extracted resources and ends up discarded in the landfill. Natural closed loop systems inspired economist, Walter Stahel, to propose a new zero-waste business model he coined “cradle to cradle” where all used products are broken down to form the building blocks for new ones.

Brief description of learning activityStudents will explore the difference between closed loop and linear processes in natural and human environments. Natural processes such as cellular respiration and photosynthesis are a great example of how processes can work together to form a closed loop. Once students gain an understanding of what closed loop systems involve, they can investigate how industrial processes are making efforts to “close the loop” as a major step towards sustainability. A few companies that have been taking steps towards closing the loop are Interface, Patagonia, and Nike.

Curriculum Expectations Overall Expectations: A1,C1, C2

Further ResourcesBook: For more information on “cradle to cradle” economies, check out Cradle to Cradle by William McDonough

Video: 20-minute William McDonough TED Talk with your class by visiting www.ted.com/talks/william_mcdonough_on_cradle_to_cradle_design.html

Source: Institute of Science and Society. 2011. Closed Loop, Cradle to Cradle, Circular Economy & the New Naturephilia, Accessed from http://www.i-sis.org.uk/closedLoopCircularEconomy.php

broken link? Go to www.ted.com >search William McDonough > click on

“William McDonough: Cradle to cradle design

chloroplaSt

co2 + watero2 + Sugar

mitochondria

pHotosYsntHesisco2 + water + energy > Sugar + o2

cellulAr respirAtiono2 + Sugar > co2 + water + energy



learning and researCh aCtivity: PoPUlation dynamiCs

Biology Grade 12 University Preparation

BackgroundThe Canadian Species at Risk Act (SARA) was established in 2003 to protect, recover and manage indigenous wildlife species in Canada. The population dynamics of an ecosystem and the determination of the current state of the population of a species dictate whether or not a species is “at risk”. Conducting a population census is one method ecologists use to evaluate the state of a species. Population censuses require the consideration of many variables and can be difficult to accurately conduct. Once a population is deemed at risk, recovery efforts can range from habitat restoration to

relocation to the management of other species such as predators. Each of these efforts can itself impact the population dynamics of species other than the one they are intended to benefit. In this learning and research activity, students conduct a model population census by taking advantage of “species” present in their own local environment. Students then research a species at risk in Canada to develop both an understanding of the complexities associated with species and ecosystem management and an appreciation for the impacts of human activities on Canadian ecosystems.

Curriculum Links Overall Expectations – A1, F1-F3 Specific Expectations – A1.1, A1.3, A1.5-A1.11, F1.1, F2.1, F3.1-F3.3, F3.5

teaching and learning strategies: prior learning

Prior LearningThis task requires students to have a basic understanding of population dynamics in the environment and methods for conducting a wildlife population census.

Fundamental SkillsStudents need to be able to collect quantitative data and make connections to real world problems.

Systems AnalysisStudents need to be able to identify parts of a system and connections between or among systems. In particular, students need to be able to identify relevant outputs from human systems, such as hunting and habitat fragmentation that act as inputs into one or more other systems, such as terrestrial ecosystems.



teaching and learning strategies: student tasks

Period 1: Activity – Conducting a Population Census

Materials: (per student) Notebook and pencil “Species” to count – see Attachment A

Methods1. Print out Attachment A and cut into

individual slips of paper. Depending onthe location where the activity will betaking place, you may need to createyour own version of Attachment A that ismore relevant to the setting. Note that ifthe weather does not permit, this activitycould be completed indoors by providingappropriate “species” to count.

2. Distribute one slip of paper cut fromAttachment A to each student. You caneither give every student a unique item, orduplicate some items. By duplicating items, you can compare and contrast methods andresults between students which can serve tofurther highlight the difficulties inherent inspecies counting.

3. Ask students to consider the mobility oftheir species and how that will impacttheir strategy. Brainstorm different waysthat students could go about countingtheir species (i.e. walking the perimeter ofthe area, remaining stationary, etc.). Givestudents some time to develop a strategyfor performing their census. Ask studentsto predict how many of the species theywill find.

4. Outline the limits of the “study area” (i.e. theschool yard, the limits of school property, etc.).

5. Take students outside or to the study areaand give them 15-20 minutes to performtheir count.

6. Discuss student results after the activity byhaving each student briefly present theircount and strategy. Discussion points couldinclude (instructor notes are included initalics to highlight potential responses):• How did your knowledge of the species

impact your strategy for counting?Consider spatial and temporal variables(species mobility, time of day, etc.). Students should recognize that they need abasic understanding of the species in orderto devise a counting strategy. For example, fora species that is immobile, a walking surveyin which the student walks the perimeter ofthe study area will likely be more accuratethan an immobile survey in which thestudent counts from a fixed position.

• Could you extrapolate your results toa wider study area? What variables doyou need to consider when defining thestudy area?



If a student counts 5 squirrels in the school yard and the school yard represents 10% of the neighbourhood, does that mean that there are 50 squirrels in the neighbourhood? Consider the landscape of the school yard compared to the neighbourhood. Are squirrels more likely to be found in the school yard? These questions are closely linked to the previous question (understanding the species).

• Did you find more or less than you hadpredicted? Why? Are people more likelyto find things when they’re lookingspecifically for them?Did you know there were parking signson school grounds? You may have nevernoticed them before, but now that you arelooking for them, you see them everywhere. Things we not notice in daily life becomehighly apparent when we start tospecifically look for them.

• Are there natural or artificial barriers/incentives which may have influenced thepresence of a species in the study area?For example, if you attempt to count planesflying at night over a city, you won’t count

many because planes are not allowed to fly directly over cities during certain hours of the night.

• How can you ensure that you didn’tdouble-count a species? What strategiesdo ecologists use to conduct accuratepopulation censuses? This can leadinto a discussion of population censustechniques such as mark-and-capture. How can students be sure that they didn’tcount the same squirrel twice? Squirrelscan look very similar to one another. Howdo ecologists grapple with this topic innature? Mark-and-capture is a strategyin which ecologists use traps to capture aspecies alive, and then mark it with somekind of identifying tag. The animal isthen released back into the environmentunharmed. Sufficient time is given for themarked species to redistribute itself in theenvironment, and then the ecologist trapsa second set of the species. Some speciescaptured will already have been tagged andothers will not. This can be repeated multipletimes to mathematically generate anestimate of the population size of the species.

ExtensionIncorporating what students learned in the activity, repeat the activity a second time to see if students can duplicate their original count. Discuss what variables might affect differences in census results from one day to the next.

For example, students will likely be able to duplicate the count of an immobile object, but may not get the same result for mobile objects such as animals, people or cars.



Period 2: Research and Analysis – The Impacts of Environmental Disturbances on the Population Dynamics of an Ecosystem

Using the Government of Canada’s Species at Risk Public Registry, have students select a species currently at risk in Canada (examples include the Woodland Caribou, Blue Whale, Whooping Crane and Spotted Turtle among many others).

Have students complete a research project oriented around the following questions:

• What is the preferred habitat of the species?How does this species interact with otherspecies in its habitat?

• Drawing from the experience gained inthe activity above, what are the challengesassociated with getting an accurate countor estimate of the population size of thespecies?

• What is the current state of the populationof this species in Canada? Describe thecharacteristics of the population (i.e. growthrates, density, distribution, minimum viablesize, etc.).

• What are the two greatest threats to thespecies? Classify them as anthropogenic or

natural. If the threats are natural, are human activities influencing the natural threat (for example, increased predation of one species due to the decline of another caused by human activities).

• How is the disappearance of this speciesaffecting the hierarchy of living things in itsecosystem? Are other species being affectedby threats to this species?

• Are recovery efforts in place to restore thepopulation of the species, and if so, what dothose efforts entail? What are the potentialside-effects of those efforts?

• How do the threats to these species connectto your everyday life? What can you do in yourdaily life to help mitigate the threats to thesespecies?

Acknowledgement/ReferencesKaren Ing and Dan Kozlovic, University of Toronto.

Government of Canada Species at Risk Public Registry. www.sararegistry.gc.ca/default_e.cfm



Benches/picnic tables Parking Signs

Blue Cars Cars

Birds Butterflies

Cars that are not blue People Riding Bicycles

People Wearing Hats People Wearing Glasses

People Talking on Cell Phones Squirrels

Pigeons Fire Hydrants

Flags Airplanes

Caterpillars People Wearing White Shoes

People Wearing Backpacks Leaves

Trees Dandelions

Flowers Bicycles

Ants Earthworms

Mosquitoes Bees

attaChment a – “sPeCies” for PoPUlation CensUs


Energy In Canada Energy in Canada enables students to use text information, data, and graphs

to learn about energy uses in Canada. Emphasis is placed on energy resources, energy production and its environmental effects, and ways in which energy consumption can be reduced. Students answer questions based on sections of “Energy in Canada,” an article from Human Activity and the Environment 2004. (Source: Statistics Canada) www.statcan.gc.ca/kits-trousses/environmentlessons-leconsenvironnement/edu04_0043-eng.htm

broken link? Google search “StatisticsCanada” > Learning resources > Teachers

> Teacher’s kits > Human activity and theenvironment > Energy in Canada

reCommended resoUrCe

Resourcesglobalization: climate change, who should take action? In this lesson plan, students research the causes

and consequences of climate change in Northern

Canada. After completing their research, they engage

in organized, critical debate over the viability of

the potential solutions that they have uncovered.

(Source: Canadian Council for Geographic

Education)

www.ccge.org/resources/learning_centre/lesson_

plans_docs/cdn_north_ipy/NT_S_Globalization_

climt_chng.pdf

story of bottled waterIn a video from the series “The Story of Stuff,” Annie

Leonard explains how manufactured demand pushes

what we don’t need and destroys what we need most.

You can also download “Buy, Use, Toss? A Closer

Look at the Things We Buy,” an interdisciplinary

unit that includes ten fully planned lessons. This

unit leads students through an exploration of the

materials economy, the system of producing and

consuming goods. Students learn about the five

major steps of the materials economy and analyze

the sustainability of these steps, determining how

consumption can benefit people, economies, and

environments. (Source: The Story of Stuff )

www.storyofstuff.org/movies-all/story-of-

bottled-water

broken link? Google search “CanadianCouncil for Geographic Education” >

Resources > Lesson Plans > The Canadian North: Life and Land Lesson Plans > Search for secondary resources

broken link? Google search “The Story ofStuff” > Movies > Story of Bottled Water


This resource is an adaptation of the EcoSchools Climate Change in Grade 11 and 12 Science

produced by the Toronto District School Board (TDSB). The TDSB has donated this

resource to the Ontario EcoSchools Program as part of its in-kind contribution to the project.

project partners

www.ecoschools.ca

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sbi4U BIOLOGY, GRADE 12, UNIVERSITY …...BIOLOGY, GRADE 12, UNIVERSITY PREPARATION overview: environmental education opportunities in grade 12 biology Our knowledge and understanding