Friday, November 20, 2009
Extra Credit
We will do this in class, but anyone who completes it before class will get extra credit. Do the Cell Energy gizmo at explorelearning.com and a class code of 94UFCXXWND.
Tuesday, November 17, 2009
Water Lab (makeup)
Come get a orange worksheet and follow the instructions that I have pasted below.
1- Fluids climb up strips of paper
You need two 300ml beakers that are completely dry!!!!!!
Cut two strips of paper towel that are long enough to reach the bottom of the 300 ml beaker
Tape the two strips of paper to the top of a beaker so that they touch the bottom of the beaker. You will have two beakers with one strip of paper in each
Pour 30 ml of water into one beaker and 30ml of alcohol into another beaker. MAKE SURE YOU DO NOT TOUCH THE PAPER OR YOU WILL HAVE TO START OVER
LET STAND 10 MINUTES WHILE YOU DO THE PENNY LAB
2- Water on a Penny: Read instructions on card record data on lab sheet
Get everybody to put drops on pennies. Make it a competition. See who wins.
Use the water dropper to put drop after drop of water onto a penny. See how many you can get and answer all questions on the lab sheet.
Does it dissolve?
Take the cloth and hold it up to the light. ANSWER ON LAB SHEET
Place the cloth loosely over the beaker. Place ½ TSP salt on top and record ovservations
Remove the salt from the cloth completely
Now place ½ tsp salt into a test tube and add water until it is about 2/3 full. Shake vigorously until no salt is visible.
Place cloth loosely over beaker again and dump the salt water onto the cloth. Record observations
Repeat the procedure above exactly substituting sugar for the salt
Wax paper is Waxy! Follow directions for the wax paper
Place a large drop of water onto the wax paper. Record observations:
Take the toothpicks and try and smash the water flat onto the paper. Record observation
See how many mini drops you can separate the water into. Record the number and observations
Now get all of the drops back together so that it is one big drop again. Place the toothpick in soap, then into the large water drop and record observations
Water gets hot………….slowly!!
Take the two beakers you were provided and place 50ml of water into one and 50ml of alcohol into the other
Place the thermometers into the fluids and record beginning temperatures on your lab sheet
Place the beakers onto the hot plate and record the temperature of each every 30 seconds on a paper so you can record them onto the graph
Heat them for 5 min
Remove the beakers from the heat and continue to record the temperatures every 30 seconds for 5 min so you can record them onto the graph
Dumb both of the solutions down the drain and rinse them out and dry them with a paper towel
1- Fluids climb up strips of paper
You need two 300ml beakers that are completely dry!!!!!!
Cut two strips of paper towel that are long enough to reach the bottom of the 300 ml beaker
Tape the two strips of paper to the top of a beaker so that they touch the bottom of the beaker. You will have two beakers with one strip of paper in each
Pour 30 ml of water into one beaker and 30ml of alcohol into another beaker. MAKE SURE YOU DO NOT TOUCH THE PAPER OR YOU WILL HAVE TO START OVER
LET STAND 10 MINUTES WHILE YOU DO THE PENNY LAB
2- Water on a Penny: Read instructions on card record data on lab sheet
Get everybody to put drops on pennies. Make it a competition. See who wins.
Use the water dropper to put drop after drop of water onto a penny. See how many you can get and answer all questions on the lab sheet.
Does it dissolve?
Take the cloth and hold it up to the light. ANSWER ON LAB SHEET
Place the cloth loosely over the beaker. Place ½ TSP salt on top and record ovservations
Remove the salt from the cloth completely
Now place ½ tsp salt into a test tube and add water until it is about 2/3 full. Shake vigorously until no salt is visible.
Place cloth loosely over beaker again and dump the salt water onto the cloth. Record observations
Repeat the procedure above exactly substituting sugar for the salt
Wax paper is Waxy! Follow directions for the wax paper
Place a large drop of water onto the wax paper. Record observations:
Take the toothpicks and try and smash the water flat onto the paper. Record observation
See how many mini drops you can separate the water into. Record the number and observations
Now get all of the drops back together so that it is one big drop again. Place the toothpick in soap, then into the large water drop and record observations
Water gets hot………….slowly!!
Take the two beakers you were provided and place 50ml of water into one and 50ml of alcohol into the other
Place the thermometers into the fluids and record beginning temperatures on your lab sheet
Place the beakers onto the hot plate and record the temperature of each every 30 seconds on a paper so you can record them onto the graph
Heat them for 5 min
Remove the beakers from the heat and continue to record the temperatures every 30 seconds for 5 min so you can record them onto the graph
Dumb both of the solutions down the drain and rinse them out and dry them with a paper towel
Practice test for 2.1TMT
2 means term 2
.1 means the first test that will count for term 2
Biology Standard I, Objective 3
Multiple Choice
a1. Which of the following pairs have a predator-prey relationship?
A. water/deer
B. moose/deer
C. shrub/deer
D. mountain lion/deer
a2. Which name is given to a relationship between animals that benefits one or both?
A. symbiotic
B. competitive
C. predatory
D. friendly
a3. Which of the species paired below have a competitive relationship?
A. deer/mountain lion
B. deer/grass
C. deer/elk
D. deer/hawk
b4. Mice and gophers are eating a farmers’ crop. What variable might the farmer change to alter this ecosystem?
A. fertilize the crops more often.
B. add several snakes to the field.
C. use pesticides to reduce the number of insects.
D. using different farming techniques.
b5. A river has a recently had a large number of fish die. What variable should be checked?
A. pollutants in the river water
B. the types of birds in the area
C. the number of visitors to the area
D. the amount of water flowing downstream
Look at this chart to answer the next three questions. It contains data students collected when they observed microorganisms in a covered jar containing pond water and hay.
Day Number of microorganisms Kinds of microorganisms Other observations
1 A few two the microorganisms were swimming and feeding on the hay
4 many Three or four Some microorganisms were feeding on each other
7 hundreds Five or six Moldy scum was developing on the surface and a smell was developing
10 Very few one The water was a dark color and smelled very bad
b6. Which conclusion best matches this data?
A. Microorganisms are small and can swim around freely.
B. Ecosystems change over time.
C. Hay with water smells bad if left for 10 days.
D. Ecosystems are unchanging and balanced.
b7. What is the most likely source of the dark color and bad smell?
A. decomposing hay, wastes from microorganisms
B. evaporated water and swimming microorganisms
C. reaction of air with water and hay.
D. water combines with air to form new substances.
c8. What inference would best explain the changes to the water in the jar?
A. The water was altered by the actions of the living things in it.
B. The water evaporated and the gas created a smell.
C. The water dissolved the hay and microorganisms.
D. The water changes when it is under the microscope.
c9. Which of the following are examples of biotic factors in an ecosystem?
A. water and soil pH
B. snails and soil bacteria
C. water and air temperature
D. elevation and precipitation
c10. Which of the following best represents examples of abiotic factors in an ecosystem?
A. water temperatures at different depths in a pond
B. population of red-winged blackbirds in a cattail marsh
C. the number of mallard ducks living in a wetlands pond
D. the diversity of species of grasses found in a farmer’s hayfield
Use these graphs to answer the next three questions:
J curve is based on a population of S curve is based on population of field mice with no predators. field mice with snakes present.
c11. Which of the following limiting factors is most responsible for controlling the population of field mice illustrated in the J curve?
A. snakes eating field mice
B. fighting between field mice
C. overgrazing followed by starvation (ignore the key)
D. human intervention to control population
a12. Which type of symbiotic relationship between snakes and mice can be inferred from these graphs?
A. naturalism
B. commensalism
C. parasitism
D. predation
c13. The carrying capacity is defined as the maximum population of a species that a given habitat will support without the habitat being degraded. What is the carrying capacity of this habitat for field mice?
A. under 10
B. below 40
C. nearly 85
D. 125 or over
Use the information provided on this model of a wetlands to answer the next two questions. Arrows show the direction of water flow through these wetlands.
Pond pH Water
Temp. #flathead minnows
1 7.2 15 C 97
2 7.1 10 C 90
3 6.4 11 C 62
4 5.2 9 C 45
c14. What abiotic factor appears to be the main cause of the declining fathead minnow population as water moves through the four ponds?
A. water temperature
B. acidic pH levels
C. the number of ponds in the area
D. declining invertebrate population
c15. What might be affecting the pH of pond 4?
A. the large population of flathead minnows
B. the lack of a water source
C. water from the fields carrying fertilizer and pesticides
D. less exposure time for water to evaporate from the surface
d16. Which of the following scientific methods would be most accurate to find out if a species of birds was nesting and raising their young?
A. a pair of binoculars and a calculator
B. a book showing identifying characteristics of the bird
C. using nesting boxes and trapping nets in a specific area of study
D. a thermometer showing minimum and maximum outdoor temperatures
d17. Which of the following is qualitative data that might be gathered during a study of mountain goats?
A. the number of young goats born each year.
B. the type of care each mother goat gave her offspring
C. the temperature of the mountain air at night.
D. the distance the goats could climb in a day.
d18. What important design must be used to record changes in an ecosystem?
A. data must be collected for a number of years.
B. data must be qualitative.
C. biotic factors must be measured using biomass
D. the ecosystem must be measured in a short period of time.
e19. The critical abiotic factor for success of the Florida manatee is water temperature. Manatees live in inland waterways. Based on this fact, which of the following human impacts will affect the population of the manatee the most?
A. propellers on pleasure boats in Florida waters
B. toxic waste pollution in breeding areas of the manatee
C. the building of hydroelectric dams on rivers in Florida
D. luxury homes built on the Florida coastline
e20. The cod fishery in the Great Banks region of the northern US and Canada was once an abundant source of fish. The fishing had to be severely limited and today, few people make a living fishing there. What happened to this ecosystem?
A. fishermen over fished the waters and depleted the fish population.
B. fishermen sold the fish for a high price and people refused to buy them.
C. natural changes in fish populations reduced the number of fish
D. predators from the deep ocean moved in and reduced the fish populations.
e21. Fire control in the western United States has reduced the danger of fire in most forests. Why do some foresters argue that the forests would be healthier if fires burned more often?
A. These foresters are not concerned with human life and property.
B. Fires create open spaces that allow more people to build homes on.
C. Fires allow trees to grow more rapidly and grow different species of plants.
D. Fires are a part of healthy forest ecosystems and restore balance of nutrients.
Essay
1. Describe the relationship which exists between abiotic and biotic factors in ecosystems. Give an example which illustrates this principle from a specific ecosystem.
2. Describe an ecosystem in your backyard using a model or diagram, giving at least 2 specific examples of abiotic factors, and 2 specific examples of biotic factors. Make sure that you include in your drawing (or model) the relationship between specific abiotic and biotic factors. Also include a simple food chain for the animals in this ecosystem.
3. One of the most controversial environmental issues facing ranchers and citizens of the west is the re-introduction of the North American Grizzly Bear to the Selway-Bitterroot Wilderness area in Idaho. Using the principles of symbiotic relationships within these ecosystems how would a biologist research and collect data on the grizzly bear and other native species within these ecosystems? Provide 4 questions, related to symbiotic relationships, that a biologist would attempt to answer which would address issues of concern for both the ranchers and environmentalists.
Answers:
1. D
2. A
3. C
4. B
5. A
6. B
7. A
8. A
9. B
10. A
11. C
12. D
13. B
14. B
15. C
16. C
17. B
18. A
19. C
20. A
21. D
Essay Sample Answers:
1. Abiotic factors are non-living factors such as temperature, pH, rainfall, snowpack, wind, etc, that determine the amount and types of organisms, or biotic factors, found within this ecosystem. For example, water temperature appears to be a critical abiotic factor in determining the population of rainbow trout in the Green River
2. In my backyard there is a large piece of dead Sitka Spruce, underneath it I find centipedes and spiders living during the summer months. The average soil temperature under this log in late June-July is 55 degrees, and the soil pH is approximately 6.4. The soil pH and temperature is important for the centipede population, and the log provides a suitable habitat for the spiders to build their nests in. The centipedes feed on dead spiders and other dead organisms, while the spiders feed on live insects caught in their webs. All these factors need to be in balance for this healthy log ecosystem.
3.
1. What plant and animal species form the main diet of the grizzly bear?
2. What is the population of plant/prey species within these ecosystems?
3. What specfic symbiotic relationship will the grizzly bear form with other natural predators within these ecosystems(cougars, etc)?
4. What would be some of the main limiting factors for the grizzly bears that are ntroduced into these ecosystems?
.1 means the first test that will count for term 2
Biology Standard I, Objective 3
Multiple Choice
a1. Which of the following pairs have a predator-prey relationship?
A. water/deer
B. moose/deer
C. shrub/deer
D. mountain lion/deer
a2. Which name is given to a relationship between animals that benefits one or both?
A. symbiotic
B. competitive
C. predatory
D. friendly
a3. Which of the species paired below have a competitive relationship?
A. deer/mountain lion
B. deer/grass
C. deer/elk
D. deer/hawk
b4. Mice and gophers are eating a farmers’ crop. What variable might the farmer change to alter this ecosystem?
A. fertilize the crops more often.
B. add several snakes to the field.
C. use pesticides to reduce the number of insects.
D. using different farming techniques.
b5. A river has a recently had a large number of fish die. What variable should be checked?
A. pollutants in the river water
B. the types of birds in the area
C. the number of visitors to the area
D. the amount of water flowing downstream
Look at this chart to answer the next three questions. It contains data students collected when they observed microorganisms in a covered jar containing pond water and hay.
Day Number of microorganisms Kinds of microorganisms Other observations
1 A few two the microorganisms were swimming and feeding on the hay
4 many Three or four Some microorganisms were feeding on each other
7 hundreds Five or six Moldy scum was developing on the surface and a smell was developing
10 Very few one The water was a dark color and smelled very bad
b6. Which conclusion best matches this data?
A. Microorganisms are small and can swim around freely.
B. Ecosystems change over time.
C. Hay with water smells bad if left for 10 days.
D. Ecosystems are unchanging and balanced.
b7. What is the most likely source of the dark color and bad smell?
A. decomposing hay, wastes from microorganisms
B. evaporated water and swimming microorganisms
C. reaction of air with water and hay.
D. water combines with air to form new substances.
c8. What inference would best explain the changes to the water in the jar?
A. The water was altered by the actions of the living things in it.
B. The water evaporated and the gas created a smell.
C. The water dissolved the hay and microorganisms.
D. The water changes when it is under the microscope.
c9. Which of the following are examples of biotic factors in an ecosystem?
A. water and soil pH
B. snails and soil bacteria
C. water and air temperature
D. elevation and precipitation
c10. Which of the following best represents examples of abiotic factors in an ecosystem?
A. water temperatures at different depths in a pond
B. population of red-winged blackbirds in a cattail marsh
C. the number of mallard ducks living in a wetlands pond
D. the diversity of species of grasses found in a farmer’s hayfield
Use these graphs to answer the next three questions:
J curve is based on a population of S curve is based on population of field mice with no predators. field mice with snakes present.
c11. Which of the following limiting factors is most responsible for controlling the population of field mice illustrated in the J curve?
A. snakes eating field mice
B. fighting between field mice
C. overgrazing followed by starvation (ignore the key)
D. human intervention to control population
a12. Which type of symbiotic relationship between snakes and mice can be inferred from these graphs?
A. naturalism
B. commensalism
C. parasitism
D. predation
c13. The carrying capacity is defined as the maximum population of a species that a given habitat will support without the habitat being degraded. What is the carrying capacity of this habitat for field mice?
A. under 10
B. below 40
C. nearly 85
D. 125 or over
Use the information provided on this model of a wetlands to answer the next two questions. Arrows show the direction of water flow through these wetlands.
Pond pH Water
Temp. #flathead minnows
1 7.2 15 C 97
2 7.1 10 C 90
3 6.4 11 C 62
4 5.2 9 C 45
c14. What abiotic factor appears to be the main cause of the declining fathead minnow population as water moves through the four ponds?
A. water temperature
B. acidic pH levels
C. the number of ponds in the area
D. declining invertebrate population
c15. What might be affecting the pH of pond 4?
A. the large population of flathead minnows
B. the lack of a water source
C. water from the fields carrying fertilizer and pesticides
D. less exposure time for water to evaporate from the surface
d16. Which of the following scientific methods would be most accurate to find out if a species of birds was nesting and raising their young?
A. a pair of binoculars and a calculator
B. a book showing identifying characteristics of the bird
C. using nesting boxes and trapping nets in a specific area of study
D. a thermometer showing minimum and maximum outdoor temperatures
d17. Which of the following is qualitative data that might be gathered during a study of mountain goats?
A. the number of young goats born each year.
B. the type of care each mother goat gave her offspring
C. the temperature of the mountain air at night.
D. the distance the goats could climb in a day.
d18. What important design must be used to record changes in an ecosystem?
A. data must be collected for a number of years.
B. data must be qualitative.
C. biotic factors must be measured using biomass
D. the ecosystem must be measured in a short period of time.
e19. The critical abiotic factor for success of the Florida manatee is water temperature. Manatees live in inland waterways. Based on this fact, which of the following human impacts will affect the population of the manatee the most?
A. propellers on pleasure boats in Florida waters
B. toxic waste pollution in breeding areas of the manatee
C. the building of hydroelectric dams on rivers in Florida
D. luxury homes built on the Florida coastline
e20. The cod fishery in the Great Banks region of the northern US and Canada was once an abundant source of fish. The fishing had to be severely limited and today, few people make a living fishing there. What happened to this ecosystem?
A. fishermen over fished the waters and depleted the fish population.
B. fishermen sold the fish for a high price and people refused to buy them.
C. natural changes in fish populations reduced the number of fish
D. predators from the deep ocean moved in and reduced the fish populations.
e21. Fire control in the western United States has reduced the danger of fire in most forests. Why do some foresters argue that the forests would be healthier if fires burned more often?
A. These foresters are not concerned with human life and property.
B. Fires create open spaces that allow more people to build homes on.
C. Fires allow trees to grow more rapidly and grow different species of plants.
D. Fires are a part of healthy forest ecosystems and restore balance of nutrients.
Essay
1. Describe the relationship which exists between abiotic and biotic factors in ecosystems. Give an example which illustrates this principle from a specific ecosystem.
2. Describe an ecosystem in your backyard using a model or diagram, giving at least 2 specific examples of abiotic factors, and 2 specific examples of biotic factors. Make sure that you include in your drawing (or model) the relationship between specific abiotic and biotic factors. Also include a simple food chain for the animals in this ecosystem.
3. One of the most controversial environmental issues facing ranchers and citizens of the west is the re-introduction of the North American Grizzly Bear to the Selway-Bitterroot Wilderness area in Idaho. Using the principles of symbiotic relationships within these ecosystems how would a biologist research and collect data on the grizzly bear and other native species within these ecosystems? Provide 4 questions, related to symbiotic relationships, that a biologist would attempt to answer which would address issues of concern for both the ranchers and environmentalists.
Answers:
1. D
2. A
3. C
4. B
5. A
6. B
7. A
8. A
9. B
10. A
11. C
12. D
13. B
14. B
15. C
16. C
17. B
18. A
19. C
20. A
21. D
Essay Sample Answers:
1. Abiotic factors are non-living factors such as temperature, pH, rainfall, snowpack, wind, etc, that determine the amount and types of organisms, or biotic factors, found within this ecosystem. For example, water temperature appears to be a critical abiotic factor in determining the population of rainbow trout in the Green River
2. In my backyard there is a large piece of dead Sitka Spruce, underneath it I find centipedes and spiders living during the summer months. The average soil temperature under this log in late June-July is 55 degrees, and the soil pH is approximately 6.4. The soil pH and temperature is important for the centipede population, and the log provides a suitable habitat for the spiders to build their nests in. The centipedes feed on dead spiders and other dead organisms, while the spiders feed on live insects caught in their webs. All these factors need to be in balance for this healthy log ecosystem.
3.
1. What plant and animal species form the main diet of the grizzly bear?
2. What is the population of plant/prey species within these ecosystems?
3. What specfic symbiotic relationship will the grizzly bear form with other natural predators within these ecosystems(cougars, etc)?
4. What would be some of the main limiting factors for the grizzly bears that are ntroduced into these ecosystems?
Monday, November 16, 2009
Nov 17/18
Bellringer: Explain what is meant by "the cell is the most basic unit of life."
Objective: Students will understand cell structure related to function.
-the smallest thing that can be alive: the cell
Gene Control: Go to . Login: jacobong@gmail.com ; password: biology. Search for: gene control. Watch the video from: Gene Control
The development of creatures that appear to have nothing in common is directed by a surprisingly small number of genes. In this video segment, learn about the power of master control genes. Footage from The Secret of Life: "Birth, Sex & Death."
Control genes: these genes tell a certain cell to become the spinal chord (or some other structure.
Take notes: Look at a macrophage engulfing bacteria. A long time ago people did not know about cells. They did not know that a single cell divided and became many more cells. Robert Hook was the first one to find a cell.
-Cell theory: 1. all organisms are composed of cells. 2. All cells come from other pre-existing cells. 3. The cell is the most basic unit of life (life doesn't exist below the level of a cell). From an evolutionary standpoint, we need to know the difference between the two different type of cells. The prokaryote does not have a nucelus AND DOES NOT HAVE ANY ORGANELLELS. Bacteria are prokaryotes and the biggest difference between plant and animal cells and bacteria (and other prokaryotes) are that prokaryotes DO NOT HAVE ORGANELLES.
-Cell theory started with Mr. Hook who saw cells in cork cells (that reminded him of the 'cell' of a monastery). He found other cells in other living things. Then Leuwenhook then made a better microscope. Other scientists added to cell theory (only living things were made out of cells).
Cell Theory is not Cell Fact but is also no longer Cell Hypothesis. Now take notes on organelles.
Why study cells? Cells make up tissue make up organs which make up bodies. Bodies are made up of cells. Cells divide in eukaryotes. (REmember how earlier we talked about atoms and macromolecules, eventually we will learn about tissues and organ systems. There is a hierarchy). What do cells do? (See the slide called "The Work of Life". Breathing means that every cell is breathing. Eating means that at the cellular level cells take in and digest food.
Cell membrane ("the gatekeeper", doorperson, bouncer): organelle number one. Function: separates cells from outside. Controls what enters or leaves the cell (O2, CO2, food, water, nutrients, waste). Recognizes signals from other cells (allows communication between cells). Structure: (here we use lipids). Double layer of fat (phospholipid bilayer. A phosphate attached to the lipid tails (the fatty acids). The phosphate is hydrophilic (likes water) but the tail is hydrophobic (dislikes water). So the fatty acids are going to align up away from fluid and that is how the membrane is formed. (Macrophages search for markers on other cells to determine if it is an invader or part of the body. If an invader, then macrophages will engulf/eat the cell.)
Picture of the cell with box pointing to a cell membrane. Write down: cell membrane=cell boundary, controls movement of materials in and out, recognizes signals.
Make a list of organelles.
2. Vacuole and vessicles ("like UHaul delivering stuff; also storage sheds": function = transport around cell; storage. structure= membrane sac (phospholipids that form a storage vessicle). If a food particle like starch comes in and the cell needs glucose, then the food enters the cell through endocytosis and then the cell membrane pinches off to form a vessicle. In paramecium, contractile vacuole. Animal cells have food vacuoles.
3. cytoplasm is cell fluid
4. lysosomes (garbage man/recycler). A special type of vessicle. Lyse = to cut or break. (They have digestive enzymes. Food enters and fuses with a lysosome and the digestive enzymes break up the food so that it can be used. Lysosomes also digest broken organelles. If plant cells get to0 full of water, they lyse. If you put cells in pure water (which is hypotonic), then the water will enter into the cell. (One family was charged with killing their daughter with water treatment). Lysosomes breaks stuff down into smaller pieces so that it can be used or disposed of.
5. tHE "MIGHTY" Mitochondria "IS THE POWERHOUSE OF THE CELLS". MAKEs ATP ENERGY FROM CELLULAR RESPIRATION AND IN BOTH ANIMAL AND PLANT CELLS. ATP is an adenosine tri- phosphate, i.e. a modified nucleotide. ATP is the currency for cellular energy. Structure of mitochondria.
MAKES ATP ENERGY FROM SUGAR AND OXYGEN.
6. Chloroplasts. (See how the sugar is an octagon, actually should be a pentagon or hexagon. Chloroplasts: performs phtosynthesis (where energy and sugar are produced from sunglight and other building materials). The equation: sunglith and carbon dixodie ---> ATP and sugar.
ATP is active energy
Sugar is stored energy so the plant can build leaves and roots and fruits out of the sugar.
7. Nucleus: functions=control center of the cell (central processor/computer); protects DNA (the instructions for building proteins).
8. Nucleolus is a ribosome factory
////////////////////////////////l
Objective: Students will understand cell structure related to function.
-the smallest thing that can be alive: the cell
Gene Control: Go to . Login: jacobong@gmail.com ; password: biology. Search for: gene control. Watch the video from: Gene Control
The development of creatures that appear to have nothing in common is directed by a surprisingly small number of genes. In this video segment, learn about the power of master control genes. Footage from The Secret of Life: "Birth, Sex & Death."
Control genes: these genes tell a certain cell to become the spinal chord (or some other structure.
Take notes: Look at a macrophage engulfing bacteria. A long time ago people did not know about cells. They did not know that a single cell divided and became many more cells. Robert Hook was the first one to find a cell.
-Cell theory: 1. all organisms are composed of cells. 2. All cells come from other pre-existing cells. 3. The cell is the most basic unit of life (life doesn't exist below the level of a cell). From an evolutionary standpoint, we need to know the difference between the two different type of cells. The prokaryote does not have a nucelus AND DOES NOT HAVE ANY ORGANELLELS. Bacteria are prokaryotes and the biggest difference between plant and animal cells and bacteria (and other prokaryotes) are that prokaryotes DO NOT HAVE ORGANELLES.
-Cell theory started with Mr. Hook who saw cells in cork cells (that reminded him of the 'cell' of a monastery). He found other cells in other living things. Then Leuwenhook then made a better microscope. Other scientists added to cell theory (only living things were made out of cells).
Cell Theory is not Cell Fact but is also no longer Cell Hypothesis. Now take notes on organelles.
Why study cells? Cells make up tissue make up organs which make up bodies. Bodies are made up of cells. Cells divide in eukaryotes. (REmember how earlier we talked about atoms and macromolecules, eventually we will learn about tissues and organ systems. There is a hierarchy). What do cells do? (See the slide called "The Work of Life". Breathing means that every cell is breathing. Eating means that at the cellular level cells take in and digest food.
Cell membrane ("the gatekeeper", doorperson, bouncer): organelle number one. Function: separates cells from outside. Controls what enters or leaves the cell (O2, CO2, food, water, nutrients, waste). Recognizes signals from other cells (allows communication between cells). Structure: (here we use lipids). Double layer of fat (phospholipid bilayer. A phosphate attached to the lipid tails (the fatty acids). The phosphate is hydrophilic (likes water) but the tail is hydrophobic (dislikes water). So the fatty acids are going to align up away from fluid and that is how the membrane is formed. (Macrophages search for markers on other cells to determine if it is an invader or part of the body. If an invader, then macrophages will engulf/eat the cell.)
Picture of the cell with box pointing to a cell membrane. Write down: cell membrane=cell boundary, controls movement of materials in and out, recognizes signals.
Make a list of organelles.
2. Vacuole and vessicles ("like UHaul delivering stuff; also storage sheds": function = transport around cell; storage. structure= membrane sac (phospholipids that form a storage vessicle). If a food particle like starch comes in and the cell needs glucose, then the food enters the cell through endocytosis and then the cell membrane pinches off to form a vessicle. In paramecium, contractile vacuole. Animal cells have food vacuoles.
3. cytoplasm is cell fluid
4. lysosomes (garbage man/recycler). A special type of vessicle. Lyse = to cut or break. (They have digestive enzymes. Food enters and fuses with a lysosome and the digestive enzymes break up the food so that it can be used. Lysosomes also digest broken organelles. If plant cells get to0 full of water, they lyse. If you put cells in pure water (which is hypotonic), then the water will enter into the cell. (One family was charged with killing their daughter with water treatment). Lysosomes breaks stuff down into smaller pieces so that it can be used or disposed of.
5. tHE "MIGHTY" Mitochondria "IS THE POWERHOUSE OF THE CELLS". MAKEs ATP ENERGY FROM CELLULAR RESPIRATION AND IN BOTH ANIMAL AND PLANT CELLS. ATP is an adenosine tri- phosphate, i.e. a modified nucleotide. ATP is the currency for cellular energy. Structure of mitochondria.
MAKES ATP ENERGY FROM SUGAR AND OXYGEN.
6. Chloroplasts. (See how the sugar is an octagon, actually should be a pentagon or hexagon. Chloroplasts: performs phtosynthesis (where energy and sugar are produced from sunglight and other building materials). The equation: sunglith and carbon dixodie ---> ATP and sugar.
ATP is active energy
Sugar is stored energy so the plant can build leaves and roots and fruits out of the sugar.
7. Nucleus: functions=control center of the cell (central processor/computer); protects DNA (the instructions for building proteins).
8. Nucleolus is a ribosome factory
////////////////////////////////l
Friday, November 6, 2009
Pretest Available for "Chemistry of Life"
Go to http://jong.ucutips.org/. Do the practice test. Anyone that can prove they got 100% on the practice test will get a guaranteed 80% on the real test.
Jeopardy Review Game with Macromolecules
If you have been absent, please play the following game. If you want to pass the next TMT, please also play this game.
Tuesday, October 27, 2009
Assignment: There's a Hair in My Dirt
See the homework binder. Pick up the orange sheet and read the book (see Mr. Ong); you can review the pictures at http://sites.google.com/site/ongbiologyws/file-cabinet.
Friday, October 23, 2009
Water Assignment
Draw a picture of water; color it. Write 5 sentences about how the properties of water are important to life.
Wednesday, October 14, 2009
IF YOU MISSED CLASS ON 10/14
October 14, 2009
Mr. Ong’s B2-B4. Please me nice to Ms. Freeman. Watch the video and answer the following questions. Please stay on task because this assignment is worth 50 points. It is due the next time we meet (so please finish it up as homework if necessary). For Zoology: Work on your stem cell paper over the break! If you don’t know about the stem cell paper, you can find a blue paper at the front or go to my blog. For Biology: For homework, define: symbiosis, mutualism, commensalism, and parasitism (use our online book or the Internet). Find 3 examples of each (so there will be a total of 12 examples). Remember spelling and grammar is important! Use complete sentences. It is due the next time we meet. This assignment is worth 60 points.
IF ABSENT SPEND 1 HOUR AT http://www.pbs.org/kcet/shapeoflife/episodes/origins.html AND ITS ASSOCIATED LINKS TO ANSWER THE FOLLOWING QUESTIONS OR SPEND ONE HOUR DESIGNING AN EXPERIMENT FOR THE UPCOMING DISTRICT SCIENCE FAIR.
Mr. Ong
Episode 1:“Origins”(Sponges)
1) What was the first animal group?
What is the evidence for this
c o n c l u s i o n ?
2) How long ago did the first animal
appear on Earth?
3) How are scientists currently defining
the group called “animal”?
4) Should protozoans be considered
animals? Why or why not?
5) What does “multicellular” mean?
What is meant by “specialized” cells?
6) What do sponges eat?
1) What do you think the first animal
looked like?
2) How do you think that first animal
differed from today’s representatives?
3) Why do you think there would even
have been a first animal?
4) What do you think “evolution”
means?
5) What were the little organisms
that were flying along the sponge
tunnels? Learn more about
them by first exploring what
“plankton” means.
5.5) Please be skeptical and question at least two of the conclusions or inferences that were made in this video. How would you debate with the scientists or the videomakers? Write at least 8 good sentences.
6) How have relationships between
animal groups been determined
in the past? How is molecular
and genetic research influencing
our classification of animals into
related groups?
Mr. Ong’s B2-B4. Please me nice to Ms. Freeman. Watch the video and answer the following questions. Please stay on task because this assignment is worth 50 points. It is due the next time we meet (so please finish it up as homework if necessary). For Zoology: Work on your stem cell paper over the break! If you don’t know about the stem cell paper, you can find a blue paper at the front or go to my blog. For Biology: For homework, define: symbiosis, mutualism, commensalism, and parasitism (use our online book or the Internet). Find 3 examples of each (so there will be a total of 12 examples). Remember spelling and grammar is important! Use complete sentences. It is due the next time we meet. This assignment is worth 60 points.
IF ABSENT SPEND 1 HOUR AT http://www.pbs.org/kcet/shapeoflife/episodes/origins.html AND ITS ASSOCIATED LINKS TO ANSWER THE FOLLOWING QUESTIONS OR SPEND ONE HOUR DESIGNING AN EXPERIMENT FOR THE UPCOMING DISTRICT SCIENCE FAIR.
Mr. Ong
Episode 1:“Origins”(Sponges)
1) What was the first animal group?
What is the evidence for this
c o n c l u s i o n ?
2) How long ago did the first animal
appear on Earth?
3) How are scientists currently defining
the group called “animal”?
4) Should protozoans be considered
animals? Why or why not?
5) What does “multicellular” mean?
What is meant by “specialized” cells?
6) What do sponges eat?
1) What do you think the first animal
looked like?
2) How do you think that first animal
differed from today’s representatives?
3) Why do you think there would even
have been a first animal?
4) What do you think “evolution”
means?
5) What were the little organisms
that were flying along the sponge
tunnels? Learn more about
them by first exploring what
“plankton” means.
5.5) Please be skeptical and question at least two of the conclusions or inferences that were made in this video. How would you debate with the scientists or the videomakers? Write at least 8 good sentences.
6) How have relationships between
animal groups been determined
in the past? How is molecular
and genetic research influencing
our classification of animals into
related groups?
Friday, October 9, 2009
In class assignment
What you need to know about the environment
1. How do the interactions between living things influence the balance of the ecosystem?
2. How do biotic and abiotic factors interact to make an ecosystem unique
3. How might an ecosystem be influenced if variables are changed?
4. How does the concept of balance apply to ecosystems?
5. How do local and global practices influence ecosystems?
Using your online book, find the answers to the following questions. Answer them as completely as possible. Email the answers to jong@alpine.k12.ut.us. The answers are due by Tuesday. You must have at least 300 words in your answer and you will lose 1 points for every misspelled word and every major grammatical error. You will get a zero on the assignment if you copy more than 5 words in a row from the textbook.
1. How do the interactions between living things influence the balance of the ecosystem?
2. How do biotic and abiotic factors interact to make an ecosystem unique
3. How might an ecosystem be influenced if variables are changed?
4. How does the concept of balance apply to ecosystems?
5. How do local and global practices influence ecosystems?
Using your online book, find the answers to the following questions. Answer them as completely as possible. Email the answers to jong@alpine.k12.ut.us. The answers are due by Tuesday. You must have at least 300 words in your answer and you will lose 1 points for every misspelled word and every major grammatical error. You will get a zero on the assignment if you copy more than 5 words in a row from the textbook.
The Codes for Your Textbook Are Finally Here!
>>> McDougal Littell Order Activation 9/29/2009 9:49 AM >>>
Thank you for your recent order of McDougal Littell online products. This email contains the Activation Codes for these materials. This email can be forwarded to anyone else who needs to use this information.
To access these online products, teachers and students will use the product specific Activation Code(s) listed below. Each product on this order has its own Activation Code.
Go to activate.classzone.com and enter the Activation Code for the product you want to use.
Your Order Information:
ACTIVATION CODE: 3819536-10
Product Name: Biology 2010 - eEdition
ISBN #: 9780547221113
----------------------------------------
Institution Name: ALPINE SCHOOL DISTRICT
Ordered by: jong@alpine.k12.ut.us
If you have any trouble accessing your online products, please feel free to call our Technical Support Hotline.
McDougal Littell Technical Support
800-727-3009
Monday - Thursday 9:00 AM to 8:00 PM ET
Friday 9:00 AM to 5:00 PM ET
If you have any other questions regarding this order, please call our Customer Service Department.
McDougal Littell Customer Service
800-462-6595
Monday - Friday 7:00 AM to 6:00 PM CT
Sincerely,
McDougal Littell ClassZone Staff
Thank you for your recent order of McDougal Littell online products. This email contains the Activation Codes for these materials. This email can be forwarded to anyone else who needs to use this information.
To access these online products, teachers and students will use the product specific Activation Code(s) listed below. Each product on this order has its own Activation Code.
Go to activate.classzone.com and enter the Activation Code for the product you want to use.
Your Order Information:
ACTIVATION CODE: 3819536-10
Product Name: Biology 2010 - eEdition
ISBN #: 9780547221113
----------------------------------------
Institution Name: ALPINE SCHOOL DISTRICT
Ordered by: jong@alpine.k12.ut.us
If you have any trouble accessing your online products, please feel free to call our Technical Support Hotline.
McDougal Littell Technical Support
800-727-3009
Monday - Thursday 9:00 AM to 8:00 PM ET
Friday 9:00 AM to 5:00 PM ET
If you have any other questions regarding this order, please call our Customer Service Department.
McDougal Littell Customer Service
800-462-6595
Monday - Friday 7:00 AM to 6:00 PM CT
Sincerely,
McDougal Littell ClassZone Staff
Thursday, October 8, 2009
Biology Book Password
>>> McDougal Littell Order Activation
Thank you for your recent order of McDougal Littell online products. This email contains the Activation Codes for these materials. This email can be forwarded to anyone else who needs to use this information.
To access these online products, teachers and students will use the product specific Activation Code(s) listed below. Each product on this order has its own Activation Code.
Go to activate.classzone.com and enter the Activation Code for the product you want to use.
Your Order Information:
ACTIVATION CODE: 3819536-10
Product Name: Biology 2010 - eEdition
ISBN #: 9780547221113
----------------------------------------
Institution Name: ALPINE SCHOOL DISTRICT
Ordered by: jong@alpine.k12.ut.us
If you have any trouble accessing your online products, please feel free to call our Technical Support Hotline.
McDougal Littell Technical Support
800-727-3009
Monday - Thursday 9:00 AM to 8:00 PM ET
Friday 9:00 AM to 5:00 PM ET
If you have any other questions regarding this order, please call our Customer Service Department.
McDougal Littell Customer Service
800-462-6595
Monday - Friday 7:00 AM to 6:00 PM CT
Sincerely,
McDougal Littell ClassZone Staff
Wednesday, September 30, 2009
Science Day at the U
Huge extra credit opportunity!
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Science Day at the U
On Saturday, November 7, 2009, high school students (sophomores, juniors and seniors) from around the state of Utah and Idaho are invited to the University of Utah campus to attend a full day of science-related workshops and academic advice. These interactive workshops with University of Utah professors give high school students a great look at laboratory research and career opportunities in science, math, and engineering. This annual event showcases the science and math programs at the University of Utah and is absolutely free to students, parents, and educators. Lunch is provided.
The event begins at 8:00 AM with Check-In and Registration in the A. Ray Olpin Union Building. Science Day ends at 1:30 PM.
Teachers, counselors and parents are encouraged to attend Science Day with their students.
Parking Directions
The University of Utah campus in Salt Lake City is situated between University Street (1340 East) and Wasatch Drive (1950 East) and from 100 South to 400 South. Parking is free on the weekends. Lots east of the A. Ray Olpin Union Building (#43) and at the intersections of North Campus Drive and Central Campus drive are recommended, as well as west of the Mariott Library (#45). Use the map to find them.
Printable Forms 2009
Click the links, below, for the appropriate printable form for Science Day at the U 2009:
• STUDENT NOMINATION FORM 2009
For more information contact Lisa Batchelder, (801) 581-6958 at the University of Utah's College of Science.
Friday, September 25, 2009
How to use ExploreLearning.com
Use the following class codes:
94VCWIXQ4Z
94UFCXXWND
94SLXSEIZD
94RPDGDQKZ
94VCWIXQ4Z
94UFCXXWND
94SLXSEIZD
94RPDGDQKZ
Carbon Cycle Animation
http://www.nodvin.net/snhu/SCI219/demos/Chapter_3/Chapter_03/Present/animations/51_1_2_1.html
Thursday, September 24, 2009
FYI: Pre-test
No extra credit, but a diligent student would go through the following questions:
MC Biology Standard: 01
Objective: 02. Explain relationships between matter cycles and organisms.
ILO:
1. In the water cycle, what is the conversion of liquid water to a gas or vapor?
a. Evaporation
b. Condensation
c. Precipitation
d. Seepage (could also use other words like infiltration. Whatever you thought was more appropriate).
2. What process do plants use to covert carbon dioxide to sugar and oxygen?
a. Photosynthesis
b. Respiration
c. Condensation
d. Denitrification
3. What process do animals use to convert sugar and oxygen to carbon dioxide and energy?
a. Photosynthesis
b. Respiration
c. Condensation
d. Denitrification
4. Decomposers, such as bacteria, return which nutrient from dead plants and animals to the soil?
a. Nitrogen
b. Oxygen
c. Carbon
d. Water
Correct Answers:
1. a
2. a
3. b
4. a
MC Biology Standard: 01
Objective: 02. Explain relationships between matter cycles and organisms.
ILO:
Abiotic Factors Ecosystems Biotic Factors Populations
Water Fungi Black Oak Trees in a forest
Light Grasses Bullfrogs in a pond
Temperature Plants Brook trout in a stream
Soil Animals E. coli in the intestine
Nutrients Humans
Gases Decomposers
1. During the nitrogen cycle, nitrogen from the air is converted to nitrates by plants, which is then used by living organisms to make proteins and nucleic acids. Under what category does the nitrogen cycle belong?
a. Abiotic factors
b. Ecosystems
c. Biotic factors
d. Populations
2. If the nitrogen cycle was interrupted at any stage, which of the following would be the MOST affected?
a. Production of energy
b. Protection of body organs
c. Formation of carbohydrates
d. Growth/repair of cells
Correct Answers:
1. b
2. d
MC Biology Standard: 01
Objective: 02. Explain relationships between matter cycles and organisms.
ILO:
If carbon dioxide (CO2) were withdrawn from the biosphere, which organism would first experience negative biological effects?
a. Primary consumers
b. Producers
c. Second-level consumers
d. Third-level consumers
Correct Answer: b
MC Biology Standard: 01
Objective: 02. Explain relationships between matter cycles and organisms.
ILO:
Water has always been scarce in the Middle East. Israel, Jordan, Syria, the West Bank, Iraq and Turkey have fought over water and continually threaten war when the flow of water is reduced. Where the flow of water has slowed down, we see problems obtaining clean drinking water, difficulty growing crops, and problems in producing electricity. Where water is plentiful, we see large economic growth of Middle Eastern cities.
How does this scenario describe water?
a. Variable
b. Biotic component
c. Producer
d. Limiting factor
Correct Answer: d
MC Biology Standard: 01
Objective: 02. Explain relationships between matter cycles and organisms.
ILO:
What ecological problem will result if individuals use automobiles instead of car-pooling or using scheduled public transportation?
a. convenience in traveling when and where each individual chooses.
b. greater air pollution than from any other cause.
c. higher employment in automobile and fuel industries.
d. lower accident and injury rate than in scheduled transportation.
e. all of these.
Correct Answer: b
MC Biology Standard: 01
Objective: 02. Explain relationships between matter cycles and organisms.
ILO:
How can we lessen the impact of agriculture on the biosphere?
a. rotate and alternate crops.
b. select crops for less irrigation.
c. use organic instead of inorganic fertilizers.
d. use biological pest control instead of insecticides.
e. all of these.
Correct Answer: e
MC Biology Standard: 01
Objective: 02. Explain relationships between matter cycles and organisms.
ILO:
The greenhouse effect is caused chiefly by the presence of excess carbon dioxide in the air. This traps the heat energy of sunlight and daily activities in the earthÕs atmosphere. What personal choices would NOT help to reduce the amount of carbon dioxide in the atmosphere?
a. Reduce the use of aerosols
b. Carpool instead of driving alone.
c. Recycle plastics, aluminum, and paper.
d. Cutting down trees to make farms.
Correct Answer: d
MC Biology Standard: 01
Objective: 02. Explain relationships between matter cycles and organisms.
ILO:
JohnÕs family has owned and operated a farm for over seventy years. They raise feed corn and alfalfa on over 80 acres of land. They use flood irrigation to water their crops, utilize fertilizers, and apply pesticides to control destructive insect populations. Their land is located approximately one half mile from a river that supplies water to the local town. JohnÕs father knows that occasionally the chemicals he uses on his crops end up in the river. He also knows that there are other products, which are not harmful to humans but are much more expensive to purchase, are available. Which of the following statements best describes what you think JohnÕs father should do when he makes decisions about the purchase of chemicals for his farming operation?
In the selection above, underline evidence that could affect the decision.
_____1. JohnÕs father should continue to purchase the less expensive chemicals. It is important for him to make a profit on his operation.
_____2. JohnÕs father should purchase the more expensive, less harmful chemicals. His farming practices could affect the health of people in the community.
_____3. JohnÕs father should continue farming the way his family has in the past. It is not likely that the chemicals in the river affect humans.
_____4. JohnÕs father should work with the city to determine if the chemicals are getting into the water supply and affecting human health before making his decision.
_____5. JohnÕs father should ask the city to reimburse him for the purchase of the more expensive chemicals.
_____6. JohnÕs father should stop using any chemicals in his farming operation.
_____6. Write your own idea about what you think JohnÕs father should do and why.
Note to teacher:
There is no correct answer for the question. The statements indicate possible positions that students make take. This assessment question gives teachers an indication of studentsÕ beliefs about the impact of personal choices on the cycling of matter in ecosystems.
I Biology Standard: 01
Objective: 02. Explain relationships between matter cycles and organisms.
ILO:
Read the following before answering the questions:
The forest is calm and serene until a lumberjack presses his chain saw into the bark of a 200-year-old Douglas fir. The searing steel saw rips through the bark and past the thin cells of living tissue. In less than two minutes the noble giant succumbs and crashes to the earth. Life is extinguished as tree after tree is severed from the earth. Acre after acre is destroyed with wanton abandon. As the carnage grows, habitat for vulnerable species is lost forever.
1. What is the tone of the article?
a. Antagonistic towards the lumber industry.
b. Supportive of the lumber industry.
c. A factual account of lumber industry practices
d. A neutral, and objective look at the lumber industry.
2. According to the article, what consequences could continual logging cause?
a. Depletion of habitat and increased number of species
b. Destruction of habitat and decreased number of species
c. Creation of new habitat and a continuation of existing species.
d. Creation of new habitat and an increase in species diversity
3. According to the article, what atmospheric changes could result from increased logging?
a. Decreased atmospheric CO2
b. Increased atmospheric CO2
c. Decreased atmospheric CFCs
d. Increased atmospheric CFCs
4. In a brief paragraph, indicate possible motives that led to the writing of the article and indicate what prior experience may have contributed to the perspective held by the author.
Correct Answers & Scoring Guide:
1. a
2. b
3. b
4.The motive appears to be preservation of our forests; stop clear cutting or other extensive forest depletion. Writer may have had experience as a logger or a botanist.
I Biology Standard: 01
Objective: 02. Explain relationships between matter cycles and organisms.
ILO:
The following key is to be used to identify each statement in the paragraph. Identify each statement using the key, then answer the questions that follow. (Hint: read the entire paragraph before answering the questions.)
KEY:
a. Problem (stated or implied)
b. Hypothesis (possible solution to the problem)
c. Statement of observations
d. A prediction from a hypothesis
e. An inference
(1) How bees can smell at a distance has interested many people. When the antennae are coated with various substances, bees cannot find food. (2) Do vaporized chemical substances carried in the air stimulate the sense organs on the antennae of the bees? Mr. X suggested that (3) if this were the case covering the antennae should prevent the bees from going toward a plate of honey. Antennae were covered; (4) the bees did not go toward the honey. Ms. Y suggested that (5) if vaporized chemical substances stimulated sense organs then bees kept in an airtight glass cage would not go toward honey. Honey was smeared on the glass of one side of an airtight cage. (6) All the bees crawled over the side with the honey but not on the other sides of the cage.
1. _____ 2. _____ 3. _____ 4. _____ 5. _____ 6. _____
7. The experiment suggested by Mr. X was
a. Satisfactory.
b. Unsatisfactory because it was unrelated tot he problem.
c. Unsatisfactory because it did not test the hypothesis.
d. Unsatisfactory because the results were not what was expected.
8. The experiment suggested by Ms. Y was
a. Satisfactory.
b. Unsatisfactory because it was unrelated to the problem.
c. Unsatisfactory because it did not test the hypothesis.
d. Unsatisfactory because the results were not what was expected.
9.The data obtained from the experiment suggested by Ms. Y
a. Supported the hypothesis.
b. Failed to support the hypothesis.
c. Neither supported nor failed to support the hypothesis.
d. Was totally unrelated tot eh hypothesis.
10.What recommendation would you make to Mr. X and Ms. Y?
a. Keep trying the same experiments.
b. Conclude that bees smell a vaporized chemical substance.
c. Conclude that no one knows how bees can smell.
d. Make a new hypothesis.
Correct Answers:
1. a
2. b
3. d
4. c
5. d
6. c
7. c
8. a
9. b
10. d
I Biology Standard: 01
Objective: 02. Explain relationships between matter cycles and organisms.
ILO:
Some scientists have been concerned about the greenhouse effect. This effect occurs when carbon dioxide traps the sunÕs heat causing a gradual increase in the earthÕs temperature. Carbon dioxide is released into the atmosphere by automobiles, making cement, combustion in factories, and the burning of forests. In addition to carbon dioxide, there are other gases that seem to contribute to global warming. These include methane and chlorofluorocarbons (CFCs). Methane is produced as a waste product by animals like cows, pipeline leaks, decaying wastes in landfills, and coal mining. CFCs are found in many spray propellants, degrading agents, and refrigeration agents such as in air conditioning. These scientists worry that global warming may lead to changes in the water cycle causing drought, violent storms, famine, melting of ice caps, and flooding of costal cities. They worry not only about human suffering, but the loss of thousands, even millions, of organisms that would become extinct because they could not adapt quickly enough.
1. Which of the following would help to reduce the greenhouse effect the MOST?
a. Decreasing car emission
a. Planting more trees
b. Stop the use of spray cans
c. Reducing cow ranches
2. Which of the following governmental regulations would NOT help reduce global warming?
a. Reducing the movement of people to costal cities.
a. Increasing the miles per gallon requirements for cars and SUVs.
a. Mandating recycling in all areas.
a. Reforestation and sustained-tree farming.
3. What chemical compound seems to be the MOST responsible for global warming?
a. Methane
b. Chlorofluorocarbons
c. Carbon Dioxide
d. Sodium Chloride
4. How could the global warming best be studied?
a. Measure the amount of carbon dioxide in the air in one area.
b. Measure the temperatures around the world for several years.
c. Measure the thickness of the polar ice caps in the Arctic.
d. Measure the amount of methane produced by a cow in one day.
Correct Answers:
1. a
2. a
3. c
4. b
P Biology Standard: 01
Objective: 02. Explain relationships between matter cycles and organisms.
ILO:
Title: Is Nitrogen Necessary?
Time required: 6 to 8 weeks.
Materials: Stock solutions (some complete and some complete minus nitrogen)
Directions:
1. Design and carry out a controlled experiment to determine if nitrogen is required for normal growth of plants.
a. After researching the question, write an essay describing how plants use nitrogen and make a prediction describing plants grown in the absence of nitrogen. List at least three references.
b. State a hypothesis
c. Describe your experimental design for testing your hypothesis.
Describe the control
Describe the experimental group
Describe variables
Indicate all materials and methods used in detail so that someone else can duplicate your experiment.
d. Set up and carry out your experiment
e. Collect data and provide a copy of all raw data you obtain.
f. Analyze data in form of graphs, charts, etc.
g. Provide a detailed, typed report of your results and conclusions.
h. Report your results to the class.
i. Indicate new questions resulting from your work and/or your suggestions for future research on this topic.
j. How can this information be helpful to others in a practical way? How can this information be used in our lives? Convince others that it is important!
Questions:
1. What should be done if the results of an experiment do not support the hypothesis?
a.
b.
c.
d.
e.
2. What if a legume was used as the experimental plant? What influence might that have on the results?
3. List some reasons why plants need nitrogen.
4. Indicate the symptoms of nitrogen deficiency in plants.
5. Are nitrogen deficiency symptoms more obvious in the older leaves or in the younger leaves? Explain your answer.
6. Would you expect nitrogen deficiency symptoms to be more obvious in a young seedling or after several weeks of growth? Explain your answer.
7. How is nitrogen made available to plants by natural means?
a.
b.
c.
d.
8. How do humans and other animals get their nitrogen?
9. Discuss the artificial manufacture of nitrogen fertilizer. Include a brief description of the process, energy requirements, costs, pollution problems, etc. associated with the process.
10. What problems are associated with excessive nitrogen compounds in your area?
11. What are the sources of nitrogen pollution in your area?
12. Explain crop rotation and its use in agriculture.
13. Why are the marshes that border a lake so important to the health of the lake in relation to nitrogen?
14. Give as many suggestions as you can for controlling nitrogen pollution.
15. Diagram and explain the nitrogen cycle. Define all terms used.
Correct Answers:
1. Check the quality of the references you used for your research. Are they up to date? Is your interpretation and understanding of the research correct? Redo the experiment carefully. Check for variables that you may not have been aware of before, accuracy of measurements and other observations. Evaluate your choice of experimental plants. Check the analysis and interpretation of your data. Consider the possibility that your results may be correct. As much information is gained by disproving a hypothesis as by proving one. Consult with others doing research in the same field. (There are other possibilities).
2. Members of the legume family of plants have a mutualistic relationship with a species of Rhizobium, nitrogen-fixing bacteria that live in nodules on their roots. For this reason legumes are not likely to have any nitrogen deficiency symptoms.
3. Component of nitrogen containing bases in nucleic acids necessary; for the adenine portion of ATP component of chlorophyll; necessary for all proteins (including enzymes); necessary component of plant hormones and alkaloids, etc.
4. Decrease in growth rate and lack of energy for cell requirements; may result in stunted growth of stems and leaves Chlorosis (yellowing of leaves), particularly the older leaves. Stems thin and woody. Production of anthocyanin in stems and leaves. Death of lower leaves
5. Nitrogen-deficiency symptoms may be more obvious in the older leaves because nitrogen is very mobile in the plant and will be translocated from the older leaves to the younger leaves.
6. Deficiency symptoms may not be apparent in young seedlings because they will obtain nitrogen from the food stored in the cotyledons (embryonic food storage organs). After the food supply in the cotyledons has been used up, then nitrogen-deficiency symptoms may appear in the plant after several weeks of growth.
7. Lightning oxidizes atmospheric nitrogen to nitrates; soil bacteria such as Nitrosomonas and Nitrobacter oxidize ammonia and nitrite to nitrate; species of Rhizobium bacteria that live in the root nodules of legumes fix nitrogen as do many of the cyanobacteria.
8. Humans and other heterotrophs get their nitrogen from protein in the bodies of the plants and animals they eat.
9. Most nitrate fertilizers are produced commercially by the oxidation of ammonia.
NH3 + O2 -------- > H+ + NO3- + H2O
Sometimes nitrogen fertilizer is added to the soil in the ammonium form, relying on the nitrite and nitrate bacteria in the soil to convert it to nitrate, which the plants readily absorb. The commercial production of nitrogen fertilizers is a very high-energy process and is very expensive. The emission of nitrogen oxides into the atmosphere from these industries contributes to acid rain and other pollution problems.
10. Pollution of local lakes and streams; air pollution and acid rain; destruction of the ozone layer.
11. Coal burning industries; industrial boilers; car, truck and bus emissions; fish hatcheries; livestock manure; over-fertilization of lawns, gardens and agricultural crops; overflow of sewage treatment plants; nitrogen fertilizer
12. Crop rotation is the process of alternating crops from one year to the next in a given field. There are several beneficial results of crop rotation. Nitrogen-depleted soil may be restored by growing legumes alternate years. The nitrogen-fixing bacteria that live in nodules on their roots are nitrogen fixers and will replace nitrogen lost by previous crops that are harvested. Crop rotation is also important in control of crop pests. If the same crop is planted year after year, there is often an increase in insects, roundworms and other organisms that feed on that crop. If another crop is planted that these pests cannot feed on, their populations can be controlled.
13. The marshlands act as a strainer for pollutants coming into the lake. They remove nitrogen compounds from the water and convert them into plant proteins.
14. Control vehicle emissions (proper maintenance, emissions inspection programs, stricter standards for trucks, buses, farm vehicles, especially diesel engines); encourage car pooling; 2000; livestock should not be pastured within 2 miles of a lake or stream; deny permits to or close down any businesses or industries that release nitrogen into the environment; develop catalytic converters that would convert nitrogen oxides back to nitrogen gas; adopt agricultural practices that prevent over-fertilization and over-watering, increase crop rotation; preserve marshlands; better regulation and control of sewage treatment plants; write to senators and representatives and ask that they upgrade the Clean Air Act; amend our life styles to drive less and walk or ride bicycles more; use less energy, etc.
15. Nitrogen cycle
Most of the nitrogen that is cycled through the food web is taken up by plants in the form of nitrate, most of which comes from the nitrification of ammonia resulting from the decay of organic material. Nitrogen from the atmosphere produced by fixation, and its return to the atmosphere by way of denitrification, play a relatively small part compared to the local recycling that occurs in the soil or water.
ammonification = decomposition of organic nitrogen to ammonia
denitrification = nitrogen from nitrate is converted back to N2
nitrification = oxidation of ammonia to nitrites and then to nitrates
nitrogen fixation = the process of converting atmospheric nitrogen into nitrogen compounds that can be used directly by plants
Scoring guide:
Design and carry out an experiment 40%
Answering questions 30%
Glossary 10%
Correct spelling, punctuation and language usage 20%
P Biology Standard: 01
Objective: 02. Explain relationships between matter cycles and organisms.
ILO:
Investigating Limiting Factors
Teacher Instructions:
Background: Some plants and animals that live in one place are often very different from those living in another. Certain organisms thrive in one location but not somewhere else because different areas have different limiting factors.
A limiting factor is any condition that affects the growth or survival of an organism or a species. Temperature, amount of sunlight, and the availability of food and water are examples of limiting factors.
Needed Materials: (each group)
20 pinto bean seeds
dry soil
ruler
2 planters
water
measuring cup
masking tape
marker
Procedure:
Have the students brainstorm as instructed on the Student Sheet. After brainstorming, lead the students into concentrating on the amount of water a plant needs. Have them write a hypothesis on how water affects the germination of bean seeds. Have the students brainstorm again about all the items they would need to test their hypothesis. Then divide the class into groups of 4 to do the procedure of investigation.
After they put the planters in the window, brainstorm with students again as to why things need to be done EXACTLY the same. Then, let them finish the procedure of investigation by watering the seeds as instructed.
Help the students check the seeds each day for 10 days and record their data as instructed. Have students enter data onto computer program. If this is not available, have the students graph and record their data.
Alternatives:
Measure water that is used to keep the soil in planter A moist.
Use 1/2 the amount of the water used for planter A to add to the soil in planter B.
Use seeds of other kinds.
Investigating Limiting Factors
Student Sheet
Some plants and animals that live in one place are often very different from those living in another. Certain organisms thrive in one location but not somewhere else because different areas have different limiting factors.
A limiting factor is any condition that affects the growth or survival of an organism or a species. Temperature, amount of sunlight, and the availability of food and water are examples of limiting factors .
Getting Started:
Brainstorm and write down everything that you would need to do to grow a plant here in the classroom. What conditions and materials do you need? Be sure to included ALL the needed supplies.
Needed Materials: (each group)
20 pinto bean seeds
dry soil
ruler
2 planters
water
measuring cup
masking tape
marker
Procedure of Investigation:
1. Use a piece of tape and with your marker label the planters A & B.
2. After the containers are labeled, place EQUAL amounts of soil in each planter.
3. Place 10 seeds into container A. Place the seeds about 0.5 cm deep. Leave equal amounts of space between the seeds.
4. Do exactly the same to planter B.
5. Place both planters near a window so that they receive the same amount of light and air.
6. Water the seeds in container A until soil feels moist but not wet. Record the amount of water used.
7. DO NOT WATER SEEDS IN PLANTER B.
8. Check the seeds each day for 10 days. Make a table and record the number of new seeds that germinate in each container each day. On the data table write descriptions of the plant growth. Measure the height of the plants each day. Also, check the soil in Container A each day. Add water only to A as needed for the soil to stay moist. Record the amount of water used each time watered.
Summing Up:
Write an evaluation of your findings using the following questions.
1. In which container did the seeds germinate first?
2. In which container did more seeds germinate?
3. Did the plants in both containers grow to the same heights?
4. How did the water affect the germination of the bean seeds?
5. Is water a limiting factor for bean seeds?
P Biology Standard: 01
Objective: 02. Explain relationships between matter cycles and organisms.
ILO:
Rain and Plants
Materials:
1 Utah Highway Map
1 Utah Vegetation Map
1 List of Average Annual Precipitation for Utah
1 Piece of Tracing Paper
4 different Colored Crayons
1 Data Table
Objectives:
1. Students will be able to demonstrate their knowledge of interrelationships between Biotic and Abiotic factors.
2. SWBAT utilize 2-3 types of maps (precipitation, vegetation, and highway) to show Biotic/Abiotic interrelationships.
3. SWBAT understand population fluctuations are influenced by climate changes.
4. SWBAT explain why St. George has the vegetation and precipitation that it does.
Procedure:
1. Ensure you have all the materials.
2. Discuss the interrelationships of biotic and abiotic factors in your groups.
3. On your tracing paper, trace the outline of the state of Utah from the highway map.
4. Using your data table, separate the communities into the following 4 rainfall-level groups:
1-10 inches
10.1-20 inches
20.1-30 inches
30.1-40 inches
5. Assign a different color for each of the 4 rainfall-level groups. There will be 4 different colors selected.
6. On your map outline place a dot of the appropriate color for each of the 25 communities.
7. Consolidate each color into rainfall regions. Each similar rainfall region can be shaded lightly. Draw a line of separation between each rainfall region.
8. Students take out the Utah vegetation map. Find similarities in shapes between the student precipitation map and the vegetative map. Answer the questions on the Map worksheet.
Precipitation Data
Kings Peak 40 inches
Brigham City 20 inches
Enterprise 20 inches
Green River under 10 inches
Tooele 10-15 inches
Logan 30 inches
Ogden 25 inches
SLC 25 inches
St. George 5-10 inches
Cedar City 15 inches
Provo 25 inches
Moab 5-10 inches
Vernal under 10 inches
Richfield 10-15 inches
Garrison 15 inches
Sawtooth National Forest 25 inches
Milford 10 inches
Park Valley 10 inches
Delta 5 inches
Blanding 10-15 inches
Minersville 15 inches
Kanab 10 inches
Fishlake 30+ inches
Goshute Reservation 20-25 inches
Price 10-15 inches
Data Table
Community News Annual Average Rainfall Elevation
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
Map Worksheet
Name _____________________________ Period ___________
1. What similarities are there between the student precipitation map and the Utah Vegetative map?
2. What rainfall level fits what vegetative type?
3. Determine and list rainfall amounts for each vegetative community.
4. Look at the official Utah precipitation map. How does it compare with the Utah Highway map? How does it compa4re with the vegetative map?
5. What is the rainfall in St. George? Where does our rain come from? What is rain shadow?
6. How is the vegetation affected by the rainfall and elevation?
7. Can you see where the topography influences the rainfall in Utah? Yes or No?
8. Find two communities that have similar elevations, yet receive very different amounts of rain. Explain why this is so.
9. List 4 examples of biotic factors and 2 examples of abiotic factors listed in this exercise.
10. As you travel from Cedar City up through Cedar Mountain describe the vegetative zones you would encounter as you change elevation. Please draw a picture. (Hint: refer to page two of the vegetative maps)
Performance Task ∆ Rain and Plants
Teacher Guide
Purpose: To test the students ability to use 3 different types of maps to infer the interrelationship between biotic and abiotic factors in Utah. (Rain and Plants)
Time to Complete: Given the available materials, students should be able to complete the entire task in three 50-minute periods.
Teacher Instruction:
Each lab station will need the following materials:
Utah Highway map
Utah average annual precipitation amounts for 30 communities
Utah vegetation map
large piece of tracing paper
4 different crayon colors
ruler
worksheet
Scoring Guide:
Students will be given 1 point for every answer they attain in the data table for a total of 75 points. Students will be given 2 points for every answer given that is logical on the map worksheet. We will go through this section as a class after the assignment is complete. Students are encouraged to add anything they learned to their answers as we go through the process. The instructor will grade the assignments once they are handed in.
P Biology Standard: 01
Objective: 02. Explain relationships between matter cycles and organisms.
ILO:
ItÕs Time to Speak Up
Information for Teacher:
This performance test is intended to measure several of the Utah Intended Learning Outcomes, which relate to students' abilities to communicate their values and understandings. They should not be influenced in what they say, but rather in how they say it. You should score them on how well they meet the ILOs listed.
Time: On the day before the test, tell students of the task, but don't identify the topics. Provide 45 or 50 minutes in class for students to draft, refine and prepare a ready-to mail-copy of their letter.
Materials: Students should have word processors, pen and paper, any reference sources available in the school and access to the Internet.
ItÕs Time to Speak Up
Instructions for Students:
You will have one class period to write a letter to the editor of your local newspaper in which you do the following:
a. Identify a specific controversial issue regarding human impact on something related to the environment of Utah. Choose an issue from the following:
protection of an endangered species
water, air, or land pollution issues
waste disposal
fish and game policies or practices
energy
land use
waste use
b. Take a position on the issue
c. Defend your position using logic, scientific data, or values of the local citizens for our defense. Show that you understand both sides of the controversy.
d. Suggest a solution to the controversy.
Your letter will be scored as follows:
5 4 3 2 1 a. Issue is identified clearly. Arguments of both side are
stated
5 4 3 2 1 b. Student understands related science principles
5 4 3 2 1 c. Student explains how parts of the ecosystem are related
and how changes in one part will affect the other
5 4 3 2 1 d. Student provides evidence to support position
5 4 3 2 1 e. Students report evidences honestly and fairly
5 4 3 2 1 f. Letter is well organized and written; correct spelling,
grammar, sentence structure and punctuation
P Biology Standard: 01
Objective: 02. Explain relationships between matter cycles and organisms.
ILO:
Design a controlled experiment to determine if carbon dioxide does increase global warming.
a. After researching the question, write an essay describing the relationship of carbon dioxide to global warming. Use at least three references.
b. State the hypothesis.
c. Describe your experimental design for testing your hypothesis.
1. Describe the control.
2. Describe the experimental group.
3. Describe the variables.
4. Indicate all materials and methods used in detail so that others could duplicate your experiment.
a. Follow-Up Questions
1. What is the role of carbon dioxide in an ecosystem?
2. Do you believe global warming is occurring or will occur? Why or why not?
3. Have you or your parents noticed a change in the weather in the last five to ten years? What changes are they? Why do you think those changes have occurred?
4. What can humans do to reduce global warming and the greenhouse effect? Do you think we as a population would be willing to change our ways? Why or why not?
MC Biology Standard: 01
Objective: 02. Explain relationships between matter cycles and organisms.
ILO:
1. In the water cycle, what is the conversion of liquid water to a gas or vapor?
a. Evaporation
b. Condensation
c. Precipitation
d. Seepage (could also use other words like infiltration. Whatever you thought was more appropriate).
2. What process do plants use to covert carbon dioxide to sugar and oxygen?
a. Photosynthesis
b. Respiration
c. Condensation
d. Denitrification
3. What process do animals use to convert sugar and oxygen to carbon dioxide and energy?
a. Photosynthesis
b. Respiration
c. Condensation
d. Denitrification
4. Decomposers, such as bacteria, return which nutrient from dead plants and animals to the soil?
a. Nitrogen
b. Oxygen
c. Carbon
d. Water
Correct Answers:
1. a
2. a
3. b
4. a
MC Biology Standard: 01
Objective: 02. Explain relationships between matter cycles and organisms.
ILO:
Abiotic Factors Ecosystems Biotic Factors Populations
Water Fungi Black Oak Trees in a forest
Light Grasses Bullfrogs in a pond
Temperature Plants Brook trout in a stream
Soil Animals E. coli in the intestine
Nutrients Humans
Gases Decomposers
1. During the nitrogen cycle, nitrogen from the air is converted to nitrates by plants, which is then used by living organisms to make proteins and nucleic acids. Under what category does the nitrogen cycle belong?
a. Abiotic factors
b. Ecosystems
c. Biotic factors
d. Populations
2. If the nitrogen cycle was interrupted at any stage, which of the following would be the MOST affected?
a. Production of energy
b. Protection of body organs
c. Formation of carbohydrates
d. Growth/repair of cells
Correct Answers:
1. b
2. d
MC Biology Standard: 01
Objective: 02. Explain relationships between matter cycles and organisms.
ILO:
If carbon dioxide (CO2) were withdrawn from the biosphere, which organism would first experience negative biological effects?
a. Primary consumers
b. Producers
c. Second-level consumers
d. Third-level consumers
Correct Answer: b
MC Biology Standard: 01
Objective: 02. Explain relationships between matter cycles and organisms.
ILO:
Water has always been scarce in the Middle East. Israel, Jordan, Syria, the West Bank, Iraq and Turkey have fought over water and continually threaten war when the flow of water is reduced. Where the flow of water has slowed down, we see problems obtaining clean drinking water, difficulty growing crops, and problems in producing electricity. Where water is plentiful, we see large economic growth of Middle Eastern cities.
How does this scenario describe water?
a. Variable
b. Biotic component
c. Producer
d. Limiting factor
Correct Answer: d
MC Biology Standard: 01
Objective: 02. Explain relationships between matter cycles and organisms.
ILO:
What ecological problem will result if individuals use automobiles instead of car-pooling or using scheduled public transportation?
a. convenience in traveling when and where each individual chooses.
b. greater air pollution than from any other cause.
c. higher employment in automobile and fuel industries.
d. lower accident and injury rate than in scheduled transportation.
e. all of these.
Correct Answer: b
MC Biology Standard: 01
Objective: 02. Explain relationships between matter cycles and organisms.
ILO:
How can we lessen the impact of agriculture on the biosphere?
a. rotate and alternate crops.
b. select crops for less irrigation.
c. use organic instead of inorganic fertilizers.
d. use biological pest control instead of insecticides.
e. all of these.
Correct Answer: e
MC Biology Standard: 01
Objective: 02. Explain relationships between matter cycles and organisms.
ILO:
The greenhouse effect is caused chiefly by the presence of excess carbon dioxide in the air. This traps the heat energy of sunlight and daily activities in the earthÕs atmosphere. What personal choices would NOT help to reduce the amount of carbon dioxide in the atmosphere?
a. Reduce the use of aerosols
b. Carpool instead of driving alone.
c. Recycle plastics, aluminum, and paper.
d. Cutting down trees to make farms.
Correct Answer: d
MC Biology Standard: 01
Objective: 02. Explain relationships between matter cycles and organisms.
ILO:
JohnÕs family has owned and operated a farm for over seventy years. They raise feed corn and alfalfa on over 80 acres of land. They use flood irrigation to water their crops, utilize fertilizers, and apply pesticides to control destructive insect populations. Their land is located approximately one half mile from a river that supplies water to the local town. JohnÕs father knows that occasionally the chemicals he uses on his crops end up in the river. He also knows that there are other products, which are not harmful to humans but are much more expensive to purchase, are available. Which of the following statements best describes what you think JohnÕs father should do when he makes decisions about the purchase of chemicals for his farming operation?
In the selection above, underline evidence that could affect the decision.
_____1. JohnÕs father should continue to purchase the less expensive chemicals. It is important for him to make a profit on his operation.
_____2. JohnÕs father should purchase the more expensive, less harmful chemicals. His farming practices could affect the health of people in the community.
_____3. JohnÕs father should continue farming the way his family has in the past. It is not likely that the chemicals in the river affect humans.
_____4. JohnÕs father should work with the city to determine if the chemicals are getting into the water supply and affecting human health before making his decision.
_____5. JohnÕs father should ask the city to reimburse him for the purchase of the more expensive chemicals.
_____6. JohnÕs father should stop using any chemicals in his farming operation.
_____6. Write your own idea about what you think JohnÕs father should do and why.
Note to teacher:
There is no correct answer for the question. The statements indicate possible positions that students make take. This assessment question gives teachers an indication of studentsÕ beliefs about the impact of personal choices on the cycling of matter in ecosystems.
I Biology Standard: 01
Objective: 02. Explain relationships between matter cycles and organisms.
ILO:
Read the following before answering the questions:
The forest is calm and serene until a lumberjack presses his chain saw into the bark of a 200-year-old Douglas fir. The searing steel saw rips through the bark and past the thin cells of living tissue. In less than two minutes the noble giant succumbs and crashes to the earth. Life is extinguished as tree after tree is severed from the earth. Acre after acre is destroyed with wanton abandon. As the carnage grows, habitat for vulnerable species is lost forever.
1. What is the tone of the article?
a. Antagonistic towards the lumber industry.
b. Supportive of the lumber industry.
c. A factual account of lumber industry practices
d. A neutral, and objective look at the lumber industry.
2. According to the article, what consequences could continual logging cause?
a. Depletion of habitat and increased number of species
b. Destruction of habitat and decreased number of species
c. Creation of new habitat and a continuation of existing species.
d. Creation of new habitat and an increase in species diversity
3. According to the article, what atmospheric changes could result from increased logging?
a. Decreased atmospheric CO2
b. Increased atmospheric CO2
c. Decreased atmospheric CFCs
d. Increased atmospheric CFCs
4. In a brief paragraph, indicate possible motives that led to the writing of the article and indicate what prior experience may have contributed to the perspective held by the author.
Correct Answers & Scoring Guide:
1. a
2. b
3. b
4.The motive appears to be preservation of our forests; stop clear cutting or other extensive forest depletion. Writer may have had experience as a logger or a botanist.
I Biology Standard: 01
Objective: 02. Explain relationships between matter cycles and organisms.
ILO:
The following key is to be used to identify each statement in the paragraph. Identify each statement using the key, then answer the questions that follow. (Hint: read the entire paragraph before answering the questions.)
KEY:
a. Problem (stated or implied)
b. Hypothesis (possible solution to the problem)
c. Statement of observations
d. A prediction from a hypothesis
e. An inference
(1) How bees can smell at a distance has interested many people. When the antennae are coated with various substances, bees cannot find food. (2) Do vaporized chemical substances carried in the air stimulate the sense organs on the antennae of the bees? Mr. X suggested that (3) if this were the case covering the antennae should prevent the bees from going toward a plate of honey. Antennae were covered; (4) the bees did not go toward the honey. Ms. Y suggested that (5) if vaporized chemical substances stimulated sense organs then bees kept in an airtight glass cage would not go toward honey. Honey was smeared on the glass of one side of an airtight cage. (6) All the bees crawled over the side with the honey but not on the other sides of the cage.
1. _____ 2. _____ 3. _____ 4. _____ 5. _____ 6. _____
7. The experiment suggested by Mr. X was
a. Satisfactory.
b. Unsatisfactory because it was unrelated tot he problem.
c. Unsatisfactory because it did not test the hypothesis.
d. Unsatisfactory because the results were not what was expected.
8. The experiment suggested by Ms. Y was
a. Satisfactory.
b. Unsatisfactory because it was unrelated to the problem.
c. Unsatisfactory because it did not test the hypothesis.
d. Unsatisfactory because the results were not what was expected.
9.The data obtained from the experiment suggested by Ms. Y
a. Supported the hypothesis.
b. Failed to support the hypothesis.
c. Neither supported nor failed to support the hypothesis.
d. Was totally unrelated tot eh hypothesis.
10.What recommendation would you make to Mr. X and Ms. Y?
a. Keep trying the same experiments.
b. Conclude that bees smell a vaporized chemical substance.
c. Conclude that no one knows how bees can smell.
d. Make a new hypothesis.
Correct Answers:
1. a
2. b
3. d
4. c
5. d
6. c
7. c
8. a
9. b
10. d
I Biology Standard: 01
Objective: 02. Explain relationships between matter cycles and organisms.
ILO:
Some scientists have been concerned about the greenhouse effect. This effect occurs when carbon dioxide traps the sunÕs heat causing a gradual increase in the earthÕs temperature. Carbon dioxide is released into the atmosphere by automobiles, making cement, combustion in factories, and the burning of forests. In addition to carbon dioxide, there are other gases that seem to contribute to global warming. These include methane and chlorofluorocarbons (CFCs). Methane is produced as a waste product by animals like cows, pipeline leaks, decaying wastes in landfills, and coal mining. CFCs are found in many spray propellants, degrading agents, and refrigeration agents such as in air conditioning. These scientists worry that global warming may lead to changes in the water cycle causing drought, violent storms, famine, melting of ice caps, and flooding of costal cities. They worry not only about human suffering, but the loss of thousands, even millions, of organisms that would become extinct because they could not adapt quickly enough.
1. Which of the following would help to reduce the greenhouse effect the MOST?
a. Decreasing car emission
a. Planting more trees
b. Stop the use of spray cans
c. Reducing cow ranches
2. Which of the following governmental regulations would NOT help reduce global warming?
a. Reducing the movement of people to costal cities.
a. Increasing the miles per gallon requirements for cars and SUVs.
a. Mandating recycling in all areas.
a. Reforestation and sustained-tree farming.
3. What chemical compound seems to be the MOST responsible for global warming?
a. Methane
b. Chlorofluorocarbons
c. Carbon Dioxide
d. Sodium Chloride
4. How could the global warming best be studied?
a. Measure the amount of carbon dioxide in the air in one area.
b. Measure the temperatures around the world for several years.
c. Measure the thickness of the polar ice caps in the Arctic.
d. Measure the amount of methane produced by a cow in one day.
Correct Answers:
1. a
2. a
3. c
4. b
P Biology Standard: 01
Objective: 02. Explain relationships between matter cycles and organisms.
ILO:
Title: Is Nitrogen Necessary?
Time required: 6 to 8 weeks.
Materials: Stock solutions (some complete and some complete minus nitrogen)
Directions:
1. Design and carry out a controlled experiment to determine if nitrogen is required for normal growth of plants.
a. After researching the question, write an essay describing how plants use nitrogen and make a prediction describing plants grown in the absence of nitrogen. List at least three references.
b. State a hypothesis
c. Describe your experimental design for testing your hypothesis.
Describe the control
Describe the experimental group
Describe variables
Indicate all materials and methods used in detail so that someone else can duplicate your experiment.
d. Set up and carry out your experiment
e. Collect data and provide a copy of all raw data you obtain.
f. Analyze data in form of graphs, charts, etc.
g. Provide a detailed, typed report of your results and conclusions.
h. Report your results to the class.
i. Indicate new questions resulting from your work and/or your suggestions for future research on this topic.
j. How can this information be helpful to others in a practical way? How can this information be used in our lives? Convince others that it is important!
Questions:
1. What should be done if the results of an experiment do not support the hypothesis?
a.
b.
c.
d.
e.
2. What if a legume was used as the experimental plant? What influence might that have on the results?
3. List some reasons why plants need nitrogen.
4. Indicate the symptoms of nitrogen deficiency in plants.
5. Are nitrogen deficiency symptoms more obvious in the older leaves or in the younger leaves? Explain your answer.
6. Would you expect nitrogen deficiency symptoms to be more obvious in a young seedling or after several weeks of growth? Explain your answer.
7. How is nitrogen made available to plants by natural means?
a.
b.
c.
d.
8. How do humans and other animals get their nitrogen?
9. Discuss the artificial manufacture of nitrogen fertilizer. Include a brief description of the process, energy requirements, costs, pollution problems, etc. associated with the process.
10. What problems are associated with excessive nitrogen compounds in your area?
11. What are the sources of nitrogen pollution in your area?
12. Explain crop rotation and its use in agriculture.
13. Why are the marshes that border a lake so important to the health of the lake in relation to nitrogen?
14. Give as many suggestions as you can for controlling nitrogen pollution.
15. Diagram and explain the nitrogen cycle. Define all terms used.
Correct Answers:
1. Check the quality of the references you used for your research. Are they up to date? Is your interpretation and understanding of the research correct? Redo the experiment carefully. Check for variables that you may not have been aware of before, accuracy of measurements and other observations. Evaluate your choice of experimental plants. Check the analysis and interpretation of your data. Consider the possibility that your results may be correct. As much information is gained by disproving a hypothesis as by proving one. Consult with others doing research in the same field. (There are other possibilities).
2. Members of the legume family of plants have a mutualistic relationship with a species of Rhizobium, nitrogen-fixing bacteria that live in nodules on their roots. For this reason legumes are not likely to have any nitrogen deficiency symptoms.
3. Component of nitrogen containing bases in nucleic acids necessary; for the adenine portion of ATP component of chlorophyll; necessary for all proteins (including enzymes); necessary component of plant hormones and alkaloids, etc.
4. Decrease in growth rate and lack of energy for cell requirements; may result in stunted growth of stems and leaves Chlorosis (yellowing of leaves), particularly the older leaves. Stems thin and woody. Production of anthocyanin in stems and leaves. Death of lower leaves
5. Nitrogen-deficiency symptoms may be more obvious in the older leaves because nitrogen is very mobile in the plant and will be translocated from the older leaves to the younger leaves.
6. Deficiency symptoms may not be apparent in young seedlings because they will obtain nitrogen from the food stored in the cotyledons (embryonic food storage organs). After the food supply in the cotyledons has been used up, then nitrogen-deficiency symptoms may appear in the plant after several weeks of growth.
7. Lightning oxidizes atmospheric nitrogen to nitrates; soil bacteria such as Nitrosomonas and Nitrobacter oxidize ammonia and nitrite to nitrate; species of Rhizobium bacteria that live in the root nodules of legumes fix nitrogen as do many of the cyanobacteria.
8. Humans and other heterotrophs get their nitrogen from protein in the bodies of the plants and animals they eat.
9. Most nitrate fertilizers are produced commercially by the oxidation of ammonia.
NH3 + O2 -------- > H+ + NO3- + H2O
Sometimes nitrogen fertilizer is added to the soil in the ammonium form, relying on the nitrite and nitrate bacteria in the soil to convert it to nitrate, which the plants readily absorb. The commercial production of nitrogen fertilizers is a very high-energy process and is very expensive. The emission of nitrogen oxides into the atmosphere from these industries contributes to acid rain and other pollution problems.
10. Pollution of local lakes and streams; air pollution and acid rain; destruction of the ozone layer.
11. Coal burning industries; industrial boilers; car, truck and bus emissions; fish hatcheries; livestock manure; over-fertilization of lawns, gardens and agricultural crops; overflow of sewage treatment plants; nitrogen fertilizer
12. Crop rotation is the process of alternating crops from one year to the next in a given field. There are several beneficial results of crop rotation. Nitrogen-depleted soil may be restored by growing legumes alternate years. The nitrogen-fixing bacteria that live in nodules on their roots are nitrogen fixers and will replace nitrogen lost by previous crops that are harvested. Crop rotation is also important in control of crop pests. If the same crop is planted year after year, there is often an increase in insects, roundworms and other organisms that feed on that crop. If another crop is planted that these pests cannot feed on, their populations can be controlled.
13. The marshlands act as a strainer for pollutants coming into the lake. They remove nitrogen compounds from the water and convert them into plant proteins.
14. Control vehicle emissions (proper maintenance, emissions inspection programs, stricter standards for trucks, buses, farm vehicles, especially diesel engines); encourage car pooling; 2000; livestock should not be pastured within 2 miles of a lake or stream; deny permits to or close down any businesses or industries that release nitrogen into the environment; develop catalytic converters that would convert nitrogen oxides back to nitrogen gas; adopt agricultural practices that prevent over-fertilization and over-watering, increase crop rotation; preserve marshlands; better regulation and control of sewage treatment plants; write to senators and representatives and ask that they upgrade the Clean Air Act; amend our life styles to drive less and walk or ride bicycles more; use less energy, etc.
15. Nitrogen cycle
Most of the nitrogen that is cycled through the food web is taken up by plants in the form of nitrate, most of which comes from the nitrification of ammonia resulting from the decay of organic material. Nitrogen from the atmosphere produced by fixation, and its return to the atmosphere by way of denitrification, play a relatively small part compared to the local recycling that occurs in the soil or water.
ammonification = decomposition of organic nitrogen to ammonia
denitrification = nitrogen from nitrate is converted back to N2
nitrification = oxidation of ammonia to nitrites and then to nitrates
nitrogen fixation = the process of converting atmospheric nitrogen into nitrogen compounds that can be used directly by plants
Scoring guide:
Design and carry out an experiment 40%
Answering questions 30%
Glossary 10%
Correct spelling, punctuation and language usage 20%
P Biology Standard: 01
Objective: 02. Explain relationships between matter cycles and organisms.
ILO:
Investigating Limiting Factors
Teacher Instructions:
Background: Some plants and animals that live in one place are often very different from those living in another. Certain organisms thrive in one location but not somewhere else because different areas have different limiting factors.
A limiting factor is any condition that affects the growth or survival of an organism or a species. Temperature, amount of sunlight, and the availability of food and water are examples of limiting factors.
Needed Materials: (each group)
20 pinto bean seeds
dry soil
ruler
2 planters
water
measuring cup
masking tape
marker
Procedure:
Have the students brainstorm as instructed on the Student Sheet. After brainstorming, lead the students into concentrating on the amount of water a plant needs. Have them write a hypothesis on how water affects the germination of bean seeds. Have the students brainstorm again about all the items they would need to test their hypothesis. Then divide the class into groups of 4 to do the procedure of investigation.
After they put the planters in the window, brainstorm with students again as to why things need to be done EXACTLY the same. Then, let them finish the procedure of investigation by watering the seeds as instructed.
Help the students check the seeds each day for 10 days and record their data as instructed. Have students enter data onto computer program. If this is not available, have the students graph and record their data.
Alternatives:
Measure water that is used to keep the soil in planter A moist.
Use 1/2 the amount of the water used for planter A to add to the soil in planter B.
Use seeds of other kinds.
Investigating Limiting Factors
Student Sheet
Some plants and animals that live in one place are often very different from those living in another. Certain organisms thrive in one location but not somewhere else because different areas have different limiting factors.
A limiting factor is any condition that affects the growth or survival of an organism or a species. Temperature, amount of sunlight, and the availability of food and water are examples of limiting factors .
Getting Started:
Brainstorm and write down everything that you would need to do to grow a plant here in the classroom. What conditions and materials do you need? Be sure to included ALL the needed supplies.
Needed Materials: (each group)
20 pinto bean seeds
dry soil
ruler
2 planters
water
measuring cup
masking tape
marker
Procedure of Investigation:
1. Use a piece of tape and with your marker label the planters A & B.
2. After the containers are labeled, place EQUAL amounts of soil in each planter.
3. Place 10 seeds into container A. Place the seeds about 0.5 cm deep. Leave equal amounts of space between the seeds.
4. Do exactly the same to planter B.
5. Place both planters near a window so that they receive the same amount of light and air.
6. Water the seeds in container A until soil feels moist but not wet. Record the amount of water used.
7. DO NOT WATER SEEDS IN PLANTER B.
8. Check the seeds each day for 10 days. Make a table and record the number of new seeds that germinate in each container each day. On the data table write descriptions of the plant growth. Measure the height of the plants each day. Also, check the soil in Container A each day. Add water only to A as needed for the soil to stay moist. Record the amount of water used each time watered.
Summing Up:
Write an evaluation of your findings using the following questions.
1. In which container did the seeds germinate first?
2. In which container did more seeds germinate?
3. Did the plants in both containers grow to the same heights?
4. How did the water affect the germination of the bean seeds?
5. Is water a limiting factor for bean seeds?
P Biology Standard: 01
Objective: 02. Explain relationships between matter cycles and organisms.
ILO:
Rain and Plants
Materials:
1 Utah Highway Map
1 Utah Vegetation Map
1 List of Average Annual Precipitation for Utah
1 Piece of Tracing Paper
4 different Colored Crayons
1 Data Table
Objectives:
1. Students will be able to demonstrate their knowledge of interrelationships between Biotic and Abiotic factors.
2. SWBAT utilize 2-3 types of maps (precipitation, vegetation, and highway) to show Biotic/Abiotic interrelationships.
3. SWBAT understand population fluctuations are influenced by climate changes.
4. SWBAT explain why St. George has the vegetation and precipitation that it does.
Procedure:
1. Ensure you have all the materials.
2. Discuss the interrelationships of biotic and abiotic factors in your groups.
3. On your tracing paper, trace the outline of the state of Utah from the highway map.
4. Using your data table, separate the communities into the following 4 rainfall-level groups:
1-10 inches
10.1-20 inches
20.1-30 inches
30.1-40 inches
5. Assign a different color for each of the 4 rainfall-level groups. There will be 4 different colors selected.
6. On your map outline place a dot of the appropriate color for each of the 25 communities.
7. Consolidate each color into rainfall regions. Each similar rainfall region can be shaded lightly. Draw a line of separation between each rainfall region.
8. Students take out the Utah vegetation map. Find similarities in shapes between the student precipitation map and the vegetative map. Answer the questions on the Map worksheet.
Precipitation Data
Kings Peak 40 inches
Brigham City 20 inches
Enterprise 20 inches
Green River under 10 inches
Tooele 10-15 inches
Logan 30 inches
Ogden 25 inches
SLC 25 inches
St. George 5-10 inches
Cedar City 15 inches
Provo 25 inches
Moab 5-10 inches
Vernal under 10 inches
Richfield 10-15 inches
Garrison 15 inches
Sawtooth National Forest 25 inches
Milford 10 inches
Park Valley 10 inches
Delta 5 inches
Blanding 10-15 inches
Minersville 15 inches
Kanab 10 inches
Fishlake 30+ inches
Goshute Reservation 20-25 inches
Price 10-15 inches
Data Table
Community News Annual Average Rainfall Elevation
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
Map Worksheet
Name _____________________________ Period ___________
1. What similarities are there between the student precipitation map and the Utah Vegetative map?
2. What rainfall level fits what vegetative type?
3. Determine and list rainfall amounts for each vegetative community.
4. Look at the official Utah precipitation map. How does it compare with the Utah Highway map? How does it compa4re with the vegetative map?
5. What is the rainfall in St. George? Where does our rain come from? What is rain shadow?
6. How is the vegetation affected by the rainfall and elevation?
7. Can you see where the topography influences the rainfall in Utah? Yes or No?
8. Find two communities that have similar elevations, yet receive very different amounts of rain. Explain why this is so.
9. List 4 examples of biotic factors and 2 examples of abiotic factors listed in this exercise.
10. As you travel from Cedar City up through Cedar Mountain describe the vegetative zones you would encounter as you change elevation. Please draw a picture. (Hint: refer to page two of the vegetative maps)
Performance Task ∆ Rain and Plants
Teacher Guide
Purpose: To test the students ability to use 3 different types of maps to infer the interrelationship between biotic and abiotic factors in Utah. (Rain and Plants)
Time to Complete: Given the available materials, students should be able to complete the entire task in three 50-minute periods.
Teacher Instruction:
Each lab station will need the following materials:
Utah Highway map
Utah average annual precipitation amounts for 30 communities
Utah vegetation map
large piece of tracing paper
4 different crayon colors
ruler
worksheet
Scoring Guide:
Students will be given 1 point for every answer they attain in the data table for a total of 75 points. Students will be given 2 points for every answer given that is logical on the map worksheet. We will go through this section as a class after the assignment is complete. Students are encouraged to add anything they learned to their answers as we go through the process. The instructor will grade the assignments once they are handed in.
P Biology Standard: 01
Objective: 02. Explain relationships between matter cycles and organisms.
ILO:
ItÕs Time to Speak Up
Information for Teacher:
This performance test is intended to measure several of the Utah Intended Learning Outcomes, which relate to students' abilities to communicate their values and understandings. They should not be influenced in what they say, but rather in how they say it. You should score them on how well they meet the ILOs listed.
Time: On the day before the test, tell students of the task, but don't identify the topics. Provide 45 or 50 minutes in class for students to draft, refine and prepare a ready-to mail-copy of their letter.
Materials: Students should have word processors, pen and paper, any reference sources available in the school and access to the Internet.
ItÕs Time to Speak Up
Instructions for Students:
You will have one class period to write a letter to the editor of your local newspaper in which you do the following:
a. Identify a specific controversial issue regarding human impact on something related to the environment of Utah. Choose an issue from the following:
protection of an endangered species
water, air, or land pollution issues
waste disposal
fish and game policies or practices
energy
land use
waste use
b. Take a position on the issue
c. Defend your position using logic, scientific data, or values of the local citizens for our defense. Show that you understand both sides of the controversy.
d. Suggest a solution to the controversy.
Your letter will be scored as follows:
5 4 3 2 1 a. Issue is identified clearly. Arguments of both side are
stated
5 4 3 2 1 b. Student understands related science principles
5 4 3 2 1 c. Student explains how parts of the ecosystem are related
and how changes in one part will affect the other
5 4 3 2 1 d. Student provides evidence to support position
5 4 3 2 1 e. Students report evidences honestly and fairly
5 4 3 2 1 f. Letter is well organized and written; correct spelling,
grammar, sentence structure and punctuation
P Biology Standard: 01
Objective: 02. Explain relationships between matter cycles and organisms.
ILO:
Design a controlled experiment to determine if carbon dioxide does increase global warming.
a. After researching the question, write an essay describing the relationship of carbon dioxide to global warming. Use at least three references.
b. State the hypothesis.
c. Describe your experimental design for testing your hypothesis.
1. Describe the control.
2. Describe the experimental group.
3. Describe the variables.
4. Indicate all materials and methods used in detail so that others could duplicate your experiment.
a. Follow-Up Questions
1. What is the role of carbon dioxide in an ecosystem?
2. Do you believe global warming is occurring or will occur? Why or why not?
3. Have you or your parents noticed a change in the weather in the last five to ten years? What changes are they? Why do you think those changes have occurred?
4. What can humans do to reduce global warming and the greenhouse effect? Do you think we as a population would be willing to change our ways? Why or why not?
Simple Explanation of the Nitrogen Cycle
Nitrogen Cycle
Encyclopedia Article
Find | Print | E-mail | Blog It
Nitrogen Cycle, natural cyclic process in the course of which atmospheric nitrogen enters the soil and becomes part of living organisms, before returning to the atmosphere. Nitrogen, an essential part of the amino acids, is a basic element of life. It also makes up 78 percent of the Earth’s atmosphere, but gaseous nitrogen must be converted to a chemically usable form before it can be used by living organisms. This is accomplished through the nitrogen cycle, in which gaseous nitrogen is converted to ammonia or nitrates. The high energies provided by lightning and cosmic radiation serve to combine atmospheric nitrogen and oxygen into nitrates, which are carried to the Earth’s surface in precipitation. Biological fixation (see Nitrogen Fixation), which accounts for the bulk of the nitrogen-conversion process, is accomplished by free-living, nitrogen-fixing bacteria; symbiotic bacteria living on the roots of plants (mostly legumes and alders); cyanobacteria (formerly known as blue-green algae); archaebacteria (also known as archaea) in deep-sea hydrothermal vents and other geothermal environments; certain lichens; and epiphytes in tropical forests.
Nitrogen “fixed” as ammonia and nitrates is taken up directly by plants and incorporated in their tissues as plant proteins. The nitrogen then passes through the food chain from plants to herbivores to carnivores (see Food Web). When plants and animals die, the nitrogenous compounds are broken down by decomposing into ammonia, a process called ammonification. Some of this ammonia is taken up by plants; the rest is dissolved in water or held in the soil, where microorganisms convert it into nitrates and nitrites in a process called nitrification. Nitrates may be stored in decomposing humus or leached from the soil and carried to streams and lakes. They may also be converted to free nitrogen through denitrification and returned to the atmosphere.
In natural systems, nitrogen lost by denitrification, leaching, erosion, and similar processes is replaced by fixation and other nitrogen sources. Human intrusion in the nitrogen cycle, however, can result in less nitrogen being cycled, or in an overload of the system. For example, the cultivation of croplands, harvesting of crops, and cutting of forests all have caused a steady decline of nitrogen in the soil. (Some of the losses on agricultural lands are replaced only by applying energy-expensive nitrogenous fertilizers manufactured by artificial fixation.) On the other hand, the leaching of nitrogen from overfertilized croplands, cutover forestland, and animal wastes and sewage has added too much nitrogen to aquatic ecosystems, resulting in reduced water quality and the stimulation of excessive algal growth. In addition, nitrogen dioxide poured into the atmosphere from automobile exhausts and power plants breaks down to form ozone and reacts with other atmospheric pollutants to form photochemical smog.
Encyclopedia Article
Find | Print | E-mail | Blog It
Nitrogen Cycle, natural cyclic process in the course of which atmospheric nitrogen enters the soil and becomes part of living organisms, before returning to the atmosphere. Nitrogen, an essential part of the amino acids, is a basic element of life. It also makes up 78 percent of the Earth’s atmosphere, but gaseous nitrogen must be converted to a chemically usable form before it can be used by living organisms. This is accomplished through the nitrogen cycle, in which gaseous nitrogen is converted to ammonia or nitrates. The high energies provided by lightning and cosmic radiation serve to combine atmospheric nitrogen and oxygen into nitrates, which are carried to the Earth’s surface in precipitation. Biological fixation (see Nitrogen Fixation), which accounts for the bulk of the nitrogen-conversion process, is accomplished by free-living, nitrogen-fixing bacteria; symbiotic bacteria living on the roots of plants (mostly legumes and alders); cyanobacteria (formerly known as blue-green algae); archaebacteria (also known as archaea) in deep-sea hydrothermal vents and other geothermal environments; certain lichens; and epiphytes in tropical forests.
Nitrogen “fixed” as ammonia and nitrates is taken up directly by plants and incorporated in their tissues as plant proteins. The nitrogen then passes through the food chain from plants to herbivores to carnivores (see Food Web). When plants and animals die, the nitrogenous compounds are broken down by decomposing into ammonia, a process called ammonification. Some of this ammonia is taken up by plants; the rest is dissolved in water or held in the soil, where microorganisms convert it into nitrates and nitrites in a process called nitrification. Nitrates may be stored in decomposing humus or leached from the soil and carried to streams and lakes. They may also be converted to free nitrogen through denitrification and returned to the atmosphere.
In natural systems, nitrogen lost by denitrification, leaching, erosion, and similar processes is replaced by fixation and other nitrogen sources. Human intrusion in the nitrogen cycle, however, can result in less nitrogen being cycled, or in an overload of the system. For example, the cultivation of croplands, harvesting of crops, and cutting of forests all have caused a steady decline of nitrogen in the soil. (Some of the losses on agricultural lands are replaced only by applying energy-expensive nitrogenous fertilizers manufactured by artificial fixation.) On the other hand, the leaching of nitrogen from overfertilized croplands, cutover forestland, and animal wastes and sewage has added too much nitrogen to aquatic ecosystems, resulting in reduced water quality and the stimulation of excessive algal growth. In addition, nitrogen dioxide poured into the atmosphere from automobile exhausts and power plants breaks down to form ozone and reacts with other atmospheric pollutants to form photochemical smog.
Simple Explanation of the Carbon Cycle
Some students asked about the carbon cycle. Check out this site for a simple explanation:
http://www.purchon.com/ecology/carbon.htm
http://www.purchon.com/ecology/carbon.htm
Extra Credit: Plankton and Coral
Hello everyone,
I'd like to thank Allison R. and Alexsys P. for pointing out that I didn't know exactly what was plankton. I now know. Before I announce the answer in class, I'd like to offer 10 points of extra credit. I don't plan on announcing this extra credit opportunity in class, but I want to reward those who read this blog.
The first person to answer the following question by posting to this blog will get 5 points extra credit. Question: Can plankton perform photosynthesis? Are they plants or are they animals?
To get extra credit, you will need to cite to a government source. (It's OK to start out with Wikipedia.)
Question 2 (if you answered Question 1 then you are not eligible to answer Question 2). Are coral plants or animals? Can coral perform photosynthesis? How are coral similar to the bacteria that lives inside our guts?
I'd like to thank Allison R. and Alexsys P. for pointing out that I didn't know exactly what was plankton. I now know. Before I announce the answer in class, I'd like to offer 10 points of extra credit. I don't plan on announcing this extra credit opportunity in class, but I want to reward those who read this blog.
The first person to answer the following question by posting to this blog will get 5 points extra credit. Question: Can plankton perform photosynthesis? Are they plants or are they animals?
To get extra credit, you will need to cite to a government source. (It's OK to start out with Wikipedia.)
Question 2 (if you answered Question 1 then you are not eligible to answer Question 2). Are coral plants or animals? Can coral perform photosynthesis? How are coral similar to the bacteria that lives inside our guts?
Wednesday, September 23, 2009
Please post your questions
Hi everyone,
Please post any questions you have. I can process up to 100 questions per day/per person. So start sending questions; otherwise, I won't know what I can do explain things more clearly for you.
Please post any questions you have. I can process up to 100 questions per day/per person. So start sending questions; otherwise, I won't know what I can do explain things more clearly for you.
Tuesday, September 22, 2009
Nitrogen Cycle Game
Do the game at http://www.teachersdomain.org/asset/lsps07_int_nitrogen/
. To get to the game go to teacherdomain.org . Then enter the following log-in: jacobong@gmail.com
and
password: biology
The search for "nitrogen cycle". Click on the flash interactive button for the first that shows up at the top of the list.
Write one paragraph that summarizes what you learned. If you can't access the game, the write one paragraph about the nitrogen cycle after researching some sites on the Internet (cite the site).
. To get to the game go to teacherdomain.org . Then enter the following log-in: jacobong@gmail.com
and
password: biology
The search for "nitrogen cycle". Click on the flash interactive button for the first that shows up at the top of the list.
Write one paragraph that summarizes what you learned. If you can't access the game, the write one paragraph about the nitrogen cycle after researching some sites on the Internet (cite the site).
Carbon Cycle Game
Do the game at http://www.windows.ucar.edu/earth/climate/carbon_cycle.html . Write one paragraph about what you learned and what happened as you played the game.
Then play this game:
http://epa.gov/climatechange/kids/carbon_cycle_version2.html
Then play this game:
http://epa.gov/climatechange/kids/carbon_cycle_version2.html
Friday, September 11, 2009
Trophic Cascade and Biomagnification: Should I eat the fish in Utah lake?
Enjoy!
TROPHIC CASCADE AND BIOMAGNIFICATION PACKET
Trophic Cascade
Bringing the Wolf Back to Yellowstone
Returning the Wolves is Helping Balance the Yellowstone Ecosystem
© Dorothy Patent
Wolves were killed off in Yellowstone in the 1920s, creating unforeseen ecological problems. Now the ecology is healing since wolves were returned 14 years ago.
Yellowstone National Park was established in 1872, mainly to preserve its geologic wonders--geysers, hot springs, colorful mud pots and spectacular canyons and waterfalls--for tourists. But park visitors also enjoyed the wildlife such as elk and deer, but they didn't appreciate the predators that hunted these animals, especially wolves. This attitude resulted in the wholesale slaughter of the Yellowstone wolves. By 1926, the wolves were all gone.
After the Wolves Were Gone, Elk Increased in Population
Safe from the wolves, elk became more numerous in the park as the years passed. When winters were mild, many elk survived, and without wolves to keep the population down, elk numbers swelled. Park rangers stepped in to control elk numbers. They trapped the elk and sent them to other parks and preserves, but sometimes they had to shoot hundreds of them to keep the population down.
The elk became complacent, hanging out in the shade of trees along the creeks and rivers and eating the tender shoots of young willows and aspen. These trees have a short life span, and before long, few young trees grew to replace the old ones.
Fewer willows and aspen meant fewer beavers, which use these trees for food and building materials for their lodges and dams. Since beaver ponds, with their surrounding trees, provide habitat for a great variety of birds, fish, frogs, and other living things, these, too, became less common in the park.
Too Many Coyotes
Without wolves, their smaller cousins, the coyotes, became more numerous. Coyotes feed on everything from elk calves to insects. But they eat mostly small rodents such as ground squirrels. With too many coyotes, life became harder for other small predators like foxes and badgers.
Another favorite food of coyotes is fawns of the pronghorn, an animal unique to North America. As the years went by, scientists wondered if the decline of the pronghorn population in Yellowstone was at least partly due to coyote predation on the fawns.
Consequences of Bringing Back the Wolf
As they learned more about the interconnections in nature among the animals and plants, ecologists and wildlife managers realized that Yellowstone needed wolves in order to provide a healthy, more complete ecosystem.
After years of political battling, wolves trapped in Canada were transported to the park and released in 1995 and 1996. They were kept in large pens at first to get them used to their new home. Once they were free, the wolves thrived and multiplied, and scientists began seeing positive changes in the ecosystem.
The wolves kept the elk on the move, so they can't hang out along the streams and rivers. The aspen and willows began growing back, and now more beaver have made their homes in the park. Thus the birds and other wildlife that depend on the ponds are returning, too.
The wolves killed and chased away many of the coyotes, giving the other small predators a better chance of survival. The pronghorn population also seem to be doing better now with fewer coyotes as well.
Even the grizzly bears seem to be benefiting from wolf return. When grizzlies leave their winter dens in the spring, they need to eat quality protein. Grizzlies are much bigger than wolves and can bully them away from their kills, providing the grizzlies with what they need to regain their strength in the springtime.
Lessons for Ecosystems Everywhere
The apparent improvements in how the Yellowstone ecosystem functions since wolves were returned show just how interconnected all the elements of an ecosystem are. Remove one piece, especially a major piece like a top predator, and unforeseen problems can develop. Fortunately, returning that piece of the puzzle can help heal the system.
References
Patent, D.H. (2008) When the Wolves Returned: Restoring Nature's Balance in Yellowstone
Smith, D.W. and G. Ferguson (2005) Decade of the Wolf: Returning the Wild to Yellowstone
The copyright of the article Bringing the Wolf Back to Yellowstone in Ecosystem Preservation is owned by Dorothy Patent. Permission to republish Bringing the Wolf Back to Yellowstone in print or online must be granted by the author in writing.
Go Back | High-Resolution Image: 1 (60KB)
Journal of Medical Entomology. 40(3): 338–347. 2003.
Biomagnification: The tendency of certain chemicals to become concentrated as they move into and up the food chain. training.fema.gov/EMIweb/downloads/is5/glossary%20appdx%20a.doc
http://www.friendsofstclair.ca/images/biomagnification2-copy.jpg
Often, industrial pollutants which exist in trace amounts in the environment (such as certain heavy metals and organic agents found in pesticides) become concentrated in creatures near the top of the food chain. In an estuary, for example, microorganisms called plankton may absorb small amounts of pollutants such as PCBs (polychlorinated biphenyls); fish that eat lots of plankton might retain the pollutants in their tissues; birds or people that eat the fish might concentrate the pollutants still more. This process, called biomagnification, can produce health problems for animals in an ecosystem, including humans! http://www.nationalgeographic.com/xpeditions/lessons/08/g912/greatlakes.html
http://www.btoxicfree.com/images/biomagnification%20in%20the%20food%20chain.gif
http://www.gulfofmaine.org/images/gulfwatch/biomagnification.jpg
http://www.permaculture.org.au/images/biomagnification.gif
http://www.woodrow.org/teachers/esi/1997/10/biomag.gif
Contaminants in the Arctic Human Population (from Loke Films and teacherdomain.com)
The animals and people who live in the cold Arctic environment rely on fat in their bodies for both insulation and for energy. Unfortunately, toxic chemicals known as persistent organic pollutants (POPs) are lipophilic, meaning that they have an affinity for fat and accumulate in fatty tissues and organs. In addition, organisms in the Arctic are particularly vulnerable to pollutants because atmospheric circulation and ocean currents carry pollution from lower latitudes to the Arctic, where the cold conditions trap the contaminants and prevent further migration.
Pollutants, such as polychlorinated biphenyls (PCBs) and mercury, are released into the environment through various industrial and agricultural processes. In the environment, mercury can convert to methylmercury—an organic form of mercury that is particularly toxic and easily absorbed by organisms. These pollutants enter into ecosystems at the bottom of the food chain when organisms absorb them from the air and water. In species at low trophic levels on the food chain, the concentrations of contaminants are not much higher than those found in the air and water. However, once the contaminants enter the food chain, they can reach toxic levels through the process of biomagnification. When a predator consumes its prey, it takes in all the toxins in the organism as well as the food energy; the more contaminated organisms it eats, the more toxins it acquires and stores in its fatty tissues. Thus, at each successive trophic level, the contaminant burden increases.
People who consume the fat and meat of contaminated animals are at risk from exposure to high concentrations of toxins; POPs can affect reproductive, neurologic, and immunologic health. However, different populations of people in the Arctic have different diets and therefore have varying health risks. For example, whale is a common traditional subsistence food source; however, some types of whale are more toxic than others. The Iñupiat in northern Alaska hunt bowhead whales. These are baleen whales that primarily eat krill and shrimp, which are organisms low on the food chain. Thus bowhead whales accumulate low levels of contaminants and do not pose much risk to the people who eat them. On the other hand, people in the Faroe Islands are at greater risk because they eat pilot whales, which are higher on the food chain (they eat squid and fish). The people in the northern and eastern regions of Greenland are also exposed to high levels of toxins; as part of their traditional diet, they eat polar bear, which is at the top of the Arctic food web, and, as a result, has the highest level of contaminants of any Arctic species.
With respect to POPs, eating animals from lower trophic levels will reduce the health risks. However, proximity to source regions of pollutants also affects contamination levels. For example, there are higher concentrations of POPs in the western North American Arctic, near industrialized Asia, compared to farther east. Thus, public health advisories must be made regionally. Such advisories consider pollution levels as well as weigh the risks and benefits of altering the traditional diet, which—in addition to providing important nutrients—is part of a cultural identity.
Governments Link PCBs and Cancer
Most government health agencies, including those listed below, consider PCBs a "probable carcinogen" for humans and a "known carcinogen" for animals, based on extensive cancer research studies included on these pages. All PCB mixtures cause cancer in animals.
World Health Organization
U.S. Environmental Protection Agency (EPA)
U.S. Department of Health and Human Services (DHHS)
U.S. Agency for Toxic Substances and Disease Registry (ATSDR)
The International Agency for Research on Cancer (IARC)
The National Toxicology Program
The National Institute for Occupational Safety and Health (NIOSH)
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Local Cancer Risks
In 1991, the U.S. Environmental Protection Agency estimated that 38,255 people (or 547 people per year) faced an increased cancer risk in the Great Lakes region over a 70 year lifetime --- due to consumption of fish contaminated with 5 toxic chemicals (PCBs, Mercury, chlordane, DDE/DDT, and Dieldrin --- the last 3 are pesticides). PCBs were considered the dominant risk factor.
The risks were due primarily to consumption of Great Lakes sport fish, plus some consumption of less contaminated commercial and non-Great Lakes sport fish. Reference: U.S. EPA, Region 5. 1991. "A Risk Analysis of Twenty-six Environmental Problems - Draft." Region 5 Comparative Risk Project, Draft Working Documents.
In 1999, the draft Fox River clean-up proposal included a local cancer risk assessment for recreational anglers and subsistence anglers due primarily to consumption of fish containing PCBs. Using fish concentration data from 1990 on (and Walleye data from 1989 in Green Bay), the cancer risks were as high as 1.1 in a 100 for recreational anglers, and 1 in 67 for subsistence anglers. These risks are more than 1,000 times greater than the standard 1-in-a-million cancer risk level used by Wisconsin to regulate hazardous waste sites. These risks are 23 times higher than the cancer risks from fish-eating from Lake Winnebago, which the DNR considers a background level for PCBs (though it’s clear that Lake Winnebago fish are also contaminated.) Reference: ThermoRetec. Feb. 1999. "Draft Feasibility Study, Lower Fox River, Wisconsin, Summary of Baseline Human Health and Ecological Risk Assessment." Section 3.2.1.
In this area, we have roughly 47,000 recreational anglers, based on fishing licenses, and between 2,000 and 5,000 subsistence anglers, based on a variety of surveys. If they all fished the Fox River and lower Bay at average rates, up to 510 recreational anglers, and 30 to 75 subsistence anglers could develop cancer locally over their lifetimes. We hope people are heeding the fish advisories and not consuming contaminated fish, but subsistence fishers often need to fish for financial and/or cultural reasons.
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Human Cancer PCB Studies
The following are studies which suggest PCBs cause cancer. Government agencies generally require larger and more repeated studies before declaring a substance a "known carcinogen" in humans.
The agencies used the "weight of evidence" approach to classify PCBs as probable human carcinogens. They looked at the cumulative results of the studies below, plus other human studies and the overwhelming evidence that PCBs cause cancer in animals. PCB cancer risk assessments are primarily based on detailed animal cancer studies extrapolated to humans, plus human evidence.
Human cancers are largely due to chemical pollutants and unhealthy lifestyles, not genetics, according to recent research by Paul Lichtenstein of the Karolinska Institute of Stockholm, Sweden, who led a giant study of 89,576 twins and reported results in the New England Journal of Medicine (2000). The researchers found even an identical twin has about a 90% chance of not getting the same cancer as his or her cancer-afflicted twin.
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Multiple Cancer Types
At an Italian capacitor manufacturing plant, researchers studying 290 males and 1,020 females had statistically significant increased numbers of deaths from all types of cancer. In males, there was a statistically significant increase in deaths (roughly 3 times higher) from gastrointestinal tract cancers, otherwise described as higher deaths from cancers of the digestive system, the peritoneum, the lymphatic, and hematopoietic tissues. In females, all causes of death were significantly elevated, and there was a statistically significant excess risk of death from hematologic (blood-based, or leukemia) cancers compared with local, but not national rates. The study looked at workers employed at least 1 week and exposed to PCBs (specifically PCB Aroclor 1254 and 1242, both mixtures present in the Fox River). Reference: Bertazzi, Riboldi, Pesatori, Radice and Zocchett. 1987. "Cancer Mortality of Capacitor Manufacturing Workers," AMERICAN JOURNAL OF INDUSTRIAL MEDICINE, 11:165-76.
In a study in which organochlorine compounds were measured in patients who had died of cancer and patients who had died of other diseases, higher concentrations of PCB and DDE were found in the samples for the cancer patients. The mean PCB adipose (fat) levels in 11 male cancer patients was 8.8 mg/kg and in 212 non-cancer patients, 5.9 mg/kg. Although these differences are not large, they were statistically significant. Reference: Unger, M., and Olsen, J. 1980. "Organochlorine compounds in the adipose tissue of deceased people with and without cancer." ENVIRONMENTAL RESEARCH 23: 257-263.
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Liver, Gall Bladder and Biliary Tract Cancers
In New York and Massachusetts, researchers found statistically significant excess mortality from cancer of the liver, gall bladder, and biliary tract in a study of 2,588 capacitor manufacturing workers exposed to PCB Aroclors 1254, 1242, and 1016. Reference: Brown, D.P., Jones,M. 1981 "Mortality and industrial hygiene study of workers exposed to polychlorinated biphenyls." ARCHIVES OF ENVIRONMENTAL HEALTH. 36:120-9 Also: Brown, D.P. 1987. "Mortality of workers exposed to polychlorinated biphenyls – an update." ARCHIVES OF ENVIRONMENTAL HEALTH. 42(6):333-339.
A smaller study was inconclusive because of the small sample size, but suggested similar cancer increases. Reference: Gustavsson P, Hogstedt C, Rappe C. 1986. "Short-term mortality and cancer incidence in capacitor manufacturing workers exposed to polychlorinated biphenyls." AMERICAN JOURNAL OF INDUSTRIAL MEDICINE. 10:341-344.
Another small study was also inconclusive because of the small sample size, but was suggestive of increased cancer risk. Reference: Nicholson WJ, Landrigan PJ. 1994. "Human health effects of polychlorinated biphenyls." In: "DIOXINS AND HEALTH" (Schecter A, ed). New York: Plenum, pp. 487-524.
Incidents in Japan and Taiwan where humans consumed rice oil contaminated with PCBs showed liver cancer at 15 times the normal rate, but this has been attributed, at least in part, to heating of the PCBs and rice oil, causing formation of chlorinated dibenzofurans (known as "furans"). However, commercially produced PCBs, such as those used in the Fox River Valley, were routinely contaminated with furans during creation, so BOTH chemicals are present at significant levels in our river. Reference: Urabe H. Koda H, Asahi M. 1979. "Present State of Yusho Patients." ANNULS OF THE NEW YORK ACADEMY OF SCIENCES. 320:273-6. Online: http://www.cdc.gov/niosh/86111_45.html#Toxicity Also: Masuda Y, Yoshimura H. 1984. "Polychlorinated biphenyls and dibenzofurans in patients with Yusho and their toxicological significance: review." AMERICAN JOURNAL OF INDUSTRIAL MEDICINE. 5:31-44. Also: Masuda Y. 1994. "The Yusho rice oil poisoning incident." In: Schecter A, editor. "DIOXINS AND HEALTH." New York: Plenum, p 633-59.
For more details, see PCBs and Liver Cancer in Humans
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Skin Cancer - Melanoma
In Indiana, researchers found excess cancer mortality among workers at a capacitor manufacturing plant where PCB Aroclor 1242, then 1016, had been used. The study examined 3588 workers employed at least 1 day. Compared with national rates, there was a statistically significant excess risk of death from skin cancer (roughly 4 times higher.) All were malignant melanomas. Reference: Sinks T, Steele, G, Smith AB, Watkins K, Shults RA. 1992. "Mortality among workers exposed to polychlorinated biphenyls." AMERICAN JOURNAL OF EPIDEMIOLOGY, 136:389-98.
Another study of electric utility workers exposed to PCBs showed significantly increased mortality from malignant melanoma (skin cancer) and brain cancer Reference: Loomis D, Browning SR, Schenck AP, Gregory E, Savitz DA. 1997. "Cancer mortality among electric utility workers exposed to polychlorinated biphenyls. "OCCUPATIONAL ENVIRONMENTAL MEDICINE. 54:720-8.
On another front, in a June 24, 1976 letter, Mobil Oil Corporation reported to the National Institute for Occupational Safety and Health (NIOSH) preliminary results of an epidemiological analysis based on medical records of employees exposed to PCBs at their Paulsboro, New Jersey plant.
The study included Mobil employees reported to have had varying exposure to PCB Aroclor 1254.The research and development employees were exposed to PCBs between 1949 and 1957 and refinery plant employees between 1953 and 1958. The extent of exposure to other chemicals is not known. The cancer incidence among these workers for the period 1957 through 1975 was determined using Mobil medical records. Because medical records for 37 employees were incomplete, these workers were excluded from this analysis. Among the 92 workers in these two groups for whom adequate medical records were available, eight cancers (in seven workers) were observed between 1957 and 1975. Of these eight cancers, three were malignant melanoma and two were cancer of the pancreas. This is significantly more skin cancer (melanoma) and pancreatic cancer than would be expected in a population of this size. The remaining cancers were found at three other sites in two employees; sarcoma of the right thigh and multiple myeloma in one employee, and recto-sigmoid cancer in the other. Reference: Bahn AK, Rosenwaike I, Herrmann N, Grover P, Stellman J, O’Leary K. 1976. "Melanoma after exposure to PCBs." Letter. NEW ENGLAND JOURNAL OF MEDICINE. 295: 450 (1976). Also: DHHS (NIOSH), CURRENT INTELLIGENCE BULLETIN 7, polychlorinated (pcbs) November 3, 1975,updated 05-01-1998. Online: http://www.cdc.gov/niosh/78127_7.html
For more details see Skin Cancer and PCBs
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Brain Cancer
In another study, electric utility workers exposed to PCBs had significantly increased mortality from brain cancer and malignant melanoma. Reference: Loomis D, Browning SR, Schenck AP, Gregory E, Savitz DA. 1997. "Cancer mortality among electric utility workers exposed to polychlorinated biphenyls. "OCCUPATIONAL ENVIRONMENTAL MEDICINE. 54:720-8. Also, refer to: Johnson BL, Hicks HE, Jones DE, Cibulas W, Wargo A, De Rosa CT. 1998. "Public health implications of persistent toxic substances in the Great Lakes and St. Lawrence basins. JOURNAL OF GREAT LAKES RESEARCH 24:698-722. Online at http://www.atsdr.cdc.gov/DT/pcb007.html
For more details see Brain Cancer, PCBs and Dioxin
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Non-Hodgkin’s Lymphoma
Many countries are reporting a rapid increase in incidence of non-Hodgkin’s lymphoma.
Recent case-control studies have found associations between non-Hodgkin's lymphoma and PCB concentrations in adipose (fat) tissue (Hardell, 1996) and blood serum (Rothman, 1997). In the Rothman study of persons without known occupational exposure to PCBs, mean PCB blood levels of 13.3 ppb yield highly significant increased odds of non-Hodgkin's lymphoma. Reference: Hardell L, van Bavel B, Lindström G, Fredrikson M, Hagberg H, Lijergren G, Nordstrom M, and Johansson B.. 1996. "Higher concentrations of specific polychlorinated biphenyl congeners in adipose tissue from non-Hodgkin's lymphoma patients compared with controls without a malignant disease." INTERNATIONAL JOURNAL OF ONCOLOGY 9:603-608. Also: Rothman N, Cantor KP, Blair A, Bush D, Brock JW, Helzlsouer K, Zahm SH, Needham LL, Pearson GR, Hoover RN, et al. 1997. "A nested case-control study of non-Hodgkin lymphoma and serum organochlorine residues." LANCET 350:240-244.
In a 1998 study, researchers state: "In epidemiologic studies, non-Hodgkin’s lymphoma (NHL) has been associated with exposure to chemicals such as phenoxyacetic acids; chlorophenols; dioxins; organic solvents including benzene, polychlorinated biphenyls, chlordanes; and immunosuppressive drugs. Experimental evidence and clinical observations indicate that these chemicals may impair the immune system. The risk is increased for NHL in persons with acquired and congenital immune deficiency as well as autoimmune disorders. Also, certain viruses have been suggested to be of etiologic significant for NHL. In some cases of NHL the common mechanism for all these agents and conditions may be immunosuppression, possibly in combination with viruses." Reference: Hardell L, Lindstrom G, van Bavel B, Fredrikson M, and G Liljegren. 1998. "Some aspects of the etiology of non-Hodgkin’s lymphoma." ENVIRONMENTAL HEALTH PERSPECTIVES. 106 (Suppl 2):679-681.
Another study found an association between PCBs and hairy cell leukemia, which is a subgroup of Non-Hodgkin Lymphomas. Researchers found an "increased risk for the sum of the immunotoxic PCB group." Reference: Nordstrom M, et al. 2000. "Concentrations of organochlorines related to titers to Epstein-Barr virus early antigen IgG as risk factors for hairy cell leukemia." ENVIRONMENTAL HEALTH PERSPECTIVES 108(5):441-5.
See also PCBs and Immune System Damage
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Pancreatic Cancer
Researchers have found an association between PCB levels and pancreatic cancers. Reference: Hoppin JA, et al. 2000. "Pancreatic cancer and serum organochlorine levels." CANCER EPIDEMIOLOGY, BIOMARKERS, AND PREVENTION; 9(2):199-205.
In a second study, in a recent issue of the British journal, LANCET, pancreatic cancer patients with a specific gene mutation called K-ras show high levels of DDT, DDE, and PCBs, known as organochlorine compounds. Roughly 78 percent of patients with pancreatic cancer have the K-ras mutation, and scientific studies have established that the mutation is not inherited. This study is the first to suggest that the K-ras mutation is linked to a chemical agent in the environment. "Pancreatic cancer patients with a K-ras mutation have significantly higher levels of DDT, DDE and three major PCBs than pancreatic cancer patients without the mutation or the controls," says the lead researcher, Miguel Porta. But, he adds, "we do not think that organochlorine compounds directly cause the mutations." So what could be happening? "One possibility is that something causes the mutation and then these compounds provide some advantage for the mutated cells to grow," so that instead of dying, for example, a mutated cell continues to grow and multiply. "The other possibility is that these substances enhance the action of mutagens of K-ras." For example, PCBs may push abnormal cells that are still in a pre-cancerous phase into becoming completely cancerous.
For more detailed information, see Pancreatic Cancer, PCBs and Dioxin
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Lung Cancer
A PCB-exposed group in Japan had a statistically significant increase in lung cancer deaths. This was a case involving rice oil contaminated with PCBs and furans. [Some scientists argue that the cancers were due to the furans, not the PCBs; however, commercial mixtures of PCBs generally came contaminated with furans from the manufacturer. The Fox River is contaminated with both PCBs and furans as a result, and both chemicals are picked up and accumulated in fish.] Reference: Kuratsune, Nakamura, Ikeda, & Hirohata. 1987. "Analysis of Deaths Seen Among Patients with Yusho-A Preliminary Report," CHEMOSPHERE, 16:8/9, 2085.
A second study noted that lung cancer deaths among ex-employees at a capacitor plant were higher than might have been expected, but concluded that "there were apparently no grounds for associating lung cancer deaths (although increased above expectations) and exposure in the plant." Reference: Bertazzi, Riboldi, Pesatori, Radice and Zocchett. 1987. "Cancer Mortality of Capacitor Manufacturing Workers," AMERICAN JOURNAL OF INDUSTRIAL MEDICINE, 11:165-76.
A study followed employees who had worked at Monsanto's PCB production plant. The researchers found that the incidence of lung cancer deaths among these workers was somewhat higher than would ordinarily be expected. The increase, however, was not considered statistically significant. Reference: J. Zack & D. Munsch, Mortality of PCB Workers at the Monsanto Plant in Sauget, Illinois (Dec. 14, 1979)(unpublished report), 3 Rec., Doc. No. 11.
For more details, see Lung Cancer and PCBs
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Kidney Cancer
A study of workers exposed to PCBs found a consistent increase in kidney cancer, although the actual number of cases was small. Reference: Longnecker, MP, WJ Rogan and G Lucier. 1997. "The human health effects of DDT (dichlorodiphenyltrichloroethane) and PCBs (polychlorinated biphenyls) and an overview of organochlorines in public health," ANNUAL REVIEW OF PUBLIC HEALTH, 18:211-244.
For more details, see Kidney, Bladder & Urothelial Cancer and PCBs
Prostate Cancer
PCBs may cause or promote prostate cancer through early alteration of hormonal development of the male in the womb, and/or through changes in the levels of glutathione enzymes. The International Agency for Research on Cancer (IARC) found an association between PCBs and prostate cancer.
For more details, see Prostate Cancer and PCBs
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Breast Cancer
In Wisconsin, researchers have found breast cancer population clusters, where the disease rate is much higher than average. Two of them are in zip codes on the east side of the City of Green Bay, in the old downtown along the Fox River and along the east shore of the Bay. (Zip codes 54301 and 54311) The statistics were age-adjusted so results wouldn’t be skewed.)
In general, Wisconsin’s breast cancer rate among women aged 65 and older is higher than the national average.
Our detailed Breast Cancer section includes summaries of 128 studies on the links between breast cancer and exposure to PCBs or dioxin.
At least 24 studies of human populations show a possible link between PCBs and breast cancer. More than 50 additional laboratory studies illustrate in animals or cell cultures how PCBs may cause or promote breast cancer. Also, three studies of humans show a link between dioxin and breast cancer. These last three are important because certain PCBs are dioxin-like and PCBs are frequently contaminated with dioxins.
On the other hand, approximately 13 human studies did not show that PCBs increase breast cancer risk. Nevertheless, several such studies, when re-examined statistically, have found that certain PCBs were associated with risks, or that certain subgroups of women appeared to be more vulnerable to PCBs.
For more details, see Breast Cancer, PCBs and Dioxin
http://www.foxriverwatch.com/cancer_pcb_pcbs_1.html#top
http://www.fishadvisories.utah.gov/docs/111708_PCBs_in_Utah_Lake_Sediment_Study.pdf
Figure 1. Mean Total PCB Concentration in Fish Collected from Utah Lake in June 2006.
Common carp are bottom-feeding omnivores that consume aquatic plants, insects, and
other fish. Carp dominate the ecology of Utah Lake making up an estimated 90.9% of its
total biomass (2). Their presence has lead to the decline of native fish species including
the June Sucker, which was listed on the Endangered Species List in 1986. The June
Sucker Recovery Implementation Program has been initiated to address its listing and to
recover the species so that it no longer requires protection under the Endangered Species
Act.
Total [PCBs] in Fish from Utah Lake
0.0
20.0
40.0
60.0
80.0
100.0
120.0
140.0
160.0
180.0
200.0
Fish Species
Total [PCB], ppb
Fillet 14.3 10.2 80.5 104.4 7.1
Offal 59.5 34.8 130.6 176.8 30.7.7
TROPHIC CASCADE AND BIOMAGNIFICATION PACKET
Trophic Cascade
Bringing the Wolf Back to Yellowstone
Returning the Wolves is Helping Balance the Yellowstone Ecosystem
© Dorothy Patent
Wolves were killed off in Yellowstone in the 1920s, creating unforeseen ecological problems. Now the ecology is healing since wolves were returned 14 years ago.
Yellowstone National Park was established in 1872, mainly to preserve its geologic wonders--geysers, hot springs, colorful mud pots and spectacular canyons and waterfalls--for tourists. But park visitors also enjoyed the wildlife such as elk and deer, but they didn't appreciate the predators that hunted these animals, especially wolves. This attitude resulted in the wholesale slaughter of the Yellowstone wolves. By 1926, the wolves were all gone.
After the Wolves Were Gone, Elk Increased in Population
Safe from the wolves, elk became more numerous in the park as the years passed. When winters were mild, many elk survived, and without wolves to keep the population down, elk numbers swelled. Park rangers stepped in to control elk numbers. They trapped the elk and sent them to other parks and preserves, but sometimes they had to shoot hundreds of them to keep the population down.
The elk became complacent, hanging out in the shade of trees along the creeks and rivers and eating the tender shoots of young willows and aspen. These trees have a short life span, and before long, few young trees grew to replace the old ones.
Fewer willows and aspen meant fewer beavers, which use these trees for food and building materials for their lodges and dams. Since beaver ponds, with their surrounding trees, provide habitat for a great variety of birds, fish, frogs, and other living things, these, too, became less common in the park.
Too Many Coyotes
Without wolves, their smaller cousins, the coyotes, became more numerous. Coyotes feed on everything from elk calves to insects. But they eat mostly small rodents such as ground squirrels. With too many coyotes, life became harder for other small predators like foxes and badgers.
Another favorite food of coyotes is fawns of the pronghorn, an animal unique to North America. As the years went by, scientists wondered if the decline of the pronghorn population in Yellowstone was at least partly due to coyote predation on the fawns.
Consequences of Bringing Back the Wolf
As they learned more about the interconnections in nature among the animals and plants, ecologists and wildlife managers realized that Yellowstone needed wolves in order to provide a healthy, more complete ecosystem.
After years of political battling, wolves trapped in Canada were transported to the park and released in 1995 and 1996. They were kept in large pens at first to get them used to their new home. Once they were free, the wolves thrived and multiplied, and scientists began seeing positive changes in the ecosystem.
The wolves kept the elk on the move, so they can't hang out along the streams and rivers. The aspen and willows began growing back, and now more beaver have made their homes in the park. Thus the birds and other wildlife that depend on the ponds are returning, too.
The wolves killed and chased away many of the coyotes, giving the other small predators a better chance of survival. The pronghorn population also seem to be doing better now with fewer coyotes as well.
Even the grizzly bears seem to be benefiting from wolf return. When grizzlies leave their winter dens in the spring, they need to eat quality protein. Grizzlies are much bigger than wolves and can bully them away from their kills, providing the grizzlies with what they need to regain their strength in the springtime.
Lessons for Ecosystems Everywhere
The apparent improvements in how the Yellowstone ecosystem functions since wolves were returned show just how interconnected all the elements of an ecosystem are. Remove one piece, especially a major piece like a top predator, and unforeseen problems can develop. Fortunately, returning that piece of the puzzle can help heal the system.
References
Patent, D.H. (2008) When the Wolves Returned: Restoring Nature's Balance in Yellowstone
Smith, D.W. and G. Ferguson (2005) Decade of the Wolf: Returning the Wild to Yellowstone
The copyright of the article Bringing the Wolf Back to Yellowstone in Ecosystem Preservation is owned by Dorothy Patent. Permission to republish Bringing the Wolf Back to Yellowstone in print or online must be granted by the author in writing.
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Journal of Medical Entomology. 40(3): 338–347. 2003.
Biomagnification: The tendency of certain chemicals to become concentrated as they move into and up the food chain. training.fema.gov/EMIweb/downloads/is5/glossary%20appdx%20a.doc
http://www.friendsofstclair.ca/images/biomagnification2-copy.jpg
Often, industrial pollutants which exist in trace amounts in the environment (such as certain heavy metals and organic agents found in pesticides) become concentrated in creatures near the top of the food chain. In an estuary, for example, microorganisms called plankton may absorb small amounts of pollutants such as PCBs (polychlorinated biphenyls); fish that eat lots of plankton might retain the pollutants in their tissues; birds or people that eat the fish might concentrate the pollutants still more. This process, called biomagnification, can produce health problems for animals in an ecosystem, including humans! http://www.nationalgeographic.com/xpeditions/lessons/08/g912/greatlakes.html
http://www.btoxicfree.com/images/biomagnification%20in%20the%20food%20chain.gif
http://www.gulfofmaine.org/images/gulfwatch/biomagnification.jpg
http://www.permaculture.org.au/images/biomagnification.gif
http://www.woodrow.org/teachers/esi/1997/10/biomag.gif
Contaminants in the Arctic Human Population (from Loke Films and teacherdomain.com)
The animals and people who live in the cold Arctic environment rely on fat in their bodies for both insulation and for energy. Unfortunately, toxic chemicals known as persistent organic pollutants (POPs) are lipophilic, meaning that they have an affinity for fat and accumulate in fatty tissues and organs. In addition, organisms in the Arctic are particularly vulnerable to pollutants because atmospheric circulation and ocean currents carry pollution from lower latitudes to the Arctic, where the cold conditions trap the contaminants and prevent further migration.
Pollutants, such as polychlorinated biphenyls (PCBs) and mercury, are released into the environment through various industrial and agricultural processes. In the environment, mercury can convert to methylmercury—an organic form of mercury that is particularly toxic and easily absorbed by organisms. These pollutants enter into ecosystems at the bottom of the food chain when organisms absorb them from the air and water. In species at low trophic levels on the food chain, the concentrations of contaminants are not much higher than those found in the air and water. However, once the contaminants enter the food chain, they can reach toxic levels through the process of biomagnification. When a predator consumes its prey, it takes in all the toxins in the organism as well as the food energy; the more contaminated organisms it eats, the more toxins it acquires and stores in its fatty tissues. Thus, at each successive trophic level, the contaminant burden increases.
People who consume the fat and meat of contaminated animals are at risk from exposure to high concentrations of toxins; POPs can affect reproductive, neurologic, and immunologic health. However, different populations of people in the Arctic have different diets and therefore have varying health risks. For example, whale is a common traditional subsistence food source; however, some types of whale are more toxic than others. The Iñupiat in northern Alaska hunt bowhead whales. These are baleen whales that primarily eat krill and shrimp, which are organisms low on the food chain. Thus bowhead whales accumulate low levels of contaminants and do not pose much risk to the people who eat them. On the other hand, people in the Faroe Islands are at greater risk because they eat pilot whales, which are higher on the food chain (they eat squid and fish). The people in the northern and eastern regions of Greenland are also exposed to high levels of toxins; as part of their traditional diet, they eat polar bear, which is at the top of the Arctic food web, and, as a result, has the highest level of contaminants of any Arctic species.
With respect to POPs, eating animals from lower trophic levels will reduce the health risks. However, proximity to source regions of pollutants also affects contamination levels. For example, there are higher concentrations of POPs in the western North American Arctic, near industrialized Asia, compared to farther east. Thus, public health advisories must be made regionally. Such advisories consider pollution levels as well as weigh the risks and benefits of altering the traditional diet, which—in addition to providing important nutrients—is part of a cultural identity.
Governments Link PCBs and Cancer
Most government health agencies, including those listed below, consider PCBs a "probable carcinogen" for humans and a "known carcinogen" for animals, based on extensive cancer research studies included on these pages. All PCB mixtures cause cancer in animals.
World Health Organization
U.S. Environmental Protection Agency (EPA)
U.S. Department of Health and Human Services (DHHS)
U.S. Agency for Toxic Substances and Disease Registry (ATSDR)
The International Agency for Research on Cancer (IARC)
The National Toxicology Program
The National Institute for Occupational Safety and Health (NIOSH)
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Local Cancer Risks
In 1991, the U.S. Environmental Protection Agency estimated that 38,255 people (or 547 people per year) faced an increased cancer risk in the Great Lakes region over a 70 year lifetime --- due to consumption of fish contaminated with 5 toxic chemicals (PCBs, Mercury, chlordane, DDE/DDT, and Dieldrin --- the last 3 are pesticides). PCBs were considered the dominant risk factor.
The risks were due primarily to consumption of Great Lakes sport fish, plus some consumption of less contaminated commercial and non-Great Lakes sport fish. Reference: U.S. EPA, Region 5. 1991. "A Risk Analysis of Twenty-six Environmental Problems - Draft." Region 5 Comparative Risk Project, Draft Working Documents.
In 1999, the draft Fox River clean-up proposal included a local cancer risk assessment for recreational anglers and subsistence anglers due primarily to consumption of fish containing PCBs. Using fish concentration data from 1990 on (and Walleye data from 1989 in Green Bay), the cancer risks were as high as 1.1 in a 100 for recreational anglers, and 1 in 67 for subsistence anglers. These risks are more than 1,000 times greater than the standard 1-in-a-million cancer risk level used by Wisconsin to regulate hazardous waste sites. These risks are 23 times higher than the cancer risks from fish-eating from Lake Winnebago, which the DNR considers a background level for PCBs (though it’s clear that Lake Winnebago fish are also contaminated.) Reference: ThermoRetec. Feb. 1999. "Draft Feasibility Study, Lower Fox River, Wisconsin, Summary of Baseline Human Health and Ecological Risk Assessment." Section 3.2.1.
In this area, we have roughly 47,000 recreational anglers, based on fishing licenses, and between 2,000 and 5,000 subsistence anglers, based on a variety of surveys. If they all fished the Fox River and lower Bay at average rates, up to 510 recreational anglers, and 30 to 75 subsistence anglers could develop cancer locally over their lifetimes. We hope people are heeding the fish advisories and not consuming contaminated fish, but subsistence fishers often need to fish for financial and/or cultural reasons.
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Human Cancer PCB Studies
The following are studies which suggest PCBs cause cancer. Government agencies generally require larger and more repeated studies before declaring a substance a "known carcinogen" in humans.
The agencies used the "weight of evidence" approach to classify PCBs as probable human carcinogens. They looked at the cumulative results of the studies below, plus other human studies and the overwhelming evidence that PCBs cause cancer in animals. PCB cancer risk assessments are primarily based on detailed animal cancer studies extrapolated to humans, plus human evidence.
Human cancers are largely due to chemical pollutants and unhealthy lifestyles, not genetics, according to recent research by Paul Lichtenstein of the Karolinska Institute of Stockholm, Sweden, who led a giant study of 89,576 twins and reported results in the New England Journal of Medicine (2000). The researchers found even an identical twin has about a 90% chance of not getting the same cancer as his or her cancer-afflicted twin.
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Multiple Cancer Types
At an Italian capacitor manufacturing plant, researchers studying 290 males and 1,020 females had statistically significant increased numbers of deaths from all types of cancer. In males, there was a statistically significant increase in deaths (roughly 3 times higher) from gastrointestinal tract cancers, otherwise described as higher deaths from cancers of the digestive system, the peritoneum, the lymphatic, and hematopoietic tissues. In females, all causes of death were significantly elevated, and there was a statistically significant excess risk of death from hematologic (blood-based, or leukemia) cancers compared with local, but not national rates. The study looked at workers employed at least 1 week and exposed to PCBs (specifically PCB Aroclor 1254 and 1242, both mixtures present in the Fox River). Reference: Bertazzi, Riboldi, Pesatori, Radice and Zocchett. 1987. "Cancer Mortality of Capacitor Manufacturing Workers," AMERICAN JOURNAL OF INDUSTRIAL MEDICINE, 11:165-76.
In a study in which organochlorine compounds were measured in patients who had died of cancer and patients who had died of other diseases, higher concentrations of PCB and DDE were found in the samples for the cancer patients. The mean PCB adipose (fat) levels in 11 male cancer patients was 8.8 mg/kg and in 212 non-cancer patients, 5.9 mg/kg. Although these differences are not large, they were statistically significant. Reference: Unger, M., and Olsen, J. 1980. "Organochlorine compounds in the adipose tissue of deceased people with and without cancer." ENVIRONMENTAL RESEARCH 23: 257-263.
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Liver, Gall Bladder and Biliary Tract Cancers
In New York and Massachusetts, researchers found statistically significant excess mortality from cancer of the liver, gall bladder, and biliary tract in a study of 2,588 capacitor manufacturing workers exposed to PCB Aroclors 1254, 1242, and 1016. Reference: Brown, D.P., Jones,M. 1981 "Mortality and industrial hygiene study of workers exposed to polychlorinated biphenyls." ARCHIVES OF ENVIRONMENTAL HEALTH. 36:120-9 Also: Brown, D.P. 1987. "Mortality of workers exposed to polychlorinated biphenyls – an update." ARCHIVES OF ENVIRONMENTAL HEALTH. 42(6):333-339.
A smaller study was inconclusive because of the small sample size, but suggested similar cancer increases. Reference: Gustavsson P, Hogstedt C, Rappe C. 1986. "Short-term mortality and cancer incidence in capacitor manufacturing workers exposed to polychlorinated biphenyls." AMERICAN JOURNAL OF INDUSTRIAL MEDICINE. 10:341-344.
Another small study was also inconclusive because of the small sample size, but was suggestive of increased cancer risk. Reference: Nicholson WJ, Landrigan PJ. 1994. "Human health effects of polychlorinated biphenyls." In: "DIOXINS AND HEALTH" (Schecter A, ed). New York: Plenum, pp. 487-524.
Incidents in Japan and Taiwan where humans consumed rice oil contaminated with PCBs showed liver cancer at 15 times the normal rate, but this has been attributed, at least in part, to heating of the PCBs and rice oil, causing formation of chlorinated dibenzofurans (known as "furans"). However, commercially produced PCBs, such as those used in the Fox River Valley, were routinely contaminated with furans during creation, so BOTH chemicals are present at significant levels in our river. Reference: Urabe H. Koda H, Asahi M. 1979. "Present State of Yusho Patients." ANNULS OF THE NEW YORK ACADEMY OF SCIENCES. 320:273-6. Online: http://www.cdc.gov/niosh/86111_45.html#Toxicity Also: Masuda Y, Yoshimura H. 1984. "Polychlorinated biphenyls and dibenzofurans in patients with Yusho and their toxicological significance: review." AMERICAN JOURNAL OF INDUSTRIAL MEDICINE. 5:31-44. Also: Masuda Y. 1994. "The Yusho rice oil poisoning incident." In: Schecter A, editor. "DIOXINS AND HEALTH." New York: Plenum, p 633-59.
For more details, see PCBs and Liver Cancer in Humans
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Skin Cancer - Melanoma
In Indiana, researchers found excess cancer mortality among workers at a capacitor manufacturing plant where PCB Aroclor 1242, then 1016, had been used. The study examined 3588 workers employed at least 1 day. Compared with national rates, there was a statistically significant excess risk of death from skin cancer (roughly 4 times higher.) All were malignant melanomas. Reference: Sinks T, Steele, G, Smith AB, Watkins K, Shults RA. 1992. "Mortality among workers exposed to polychlorinated biphenyls." AMERICAN JOURNAL OF EPIDEMIOLOGY, 136:389-98.
Another study of electric utility workers exposed to PCBs showed significantly increased mortality from malignant melanoma (skin cancer) and brain cancer Reference: Loomis D, Browning SR, Schenck AP, Gregory E, Savitz DA. 1997. "Cancer mortality among electric utility workers exposed to polychlorinated biphenyls. "OCCUPATIONAL ENVIRONMENTAL MEDICINE. 54:720-8.
On another front, in a June 24, 1976 letter, Mobil Oil Corporation reported to the National Institute for Occupational Safety and Health (NIOSH) preliminary results of an epidemiological analysis based on medical records of employees exposed to PCBs at their Paulsboro, New Jersey plant.
The study included Mobil employees reported to have had varying exposure to PCB Aroclor 1254.The research and development employees were exposed to PCBs between 1949 and 1957 and refinery plant employees between 1953 and 1958. The extent of exposure to other chemicals is not known. The cancer incidence among these workers for the period 1957 through 1975 was determined using Mobil medical records. Because medical records for 37 employees were incomplete, these workers were excluded from this analysis. Among the 92 workers in these two groups for whom adequate medical records were available, eight cancers (in seven workers) were observed between 1957 and 1975. Of these eight cancers, three were malignant melanoma and two were cancer of the pancreas. This is significantly more skin cancer (melanoma) and pancreatic cancer than would be expected in a population of this size. The remaining cancers were found at three other sites in two employees; sarcoma of the right thigh and multiple myeloma in one employee, and recto-sigmoid cancer in the other. Reference: Bahn AK, Rosenwaike I, Herrmann N, Grover P, Stellman J, O’Leary K. 1976. "Melanoma after exposure to PCBs." Letter. NEW ENGLAND JOURNAL OF MEDICINE. 295: 450 (1976). Also: DHHS (NIOSH), CURRENT INTELLIGENCE BULLETIN 7, polychlorinated (pcbs) November 3, 1975,updated 05-01-1998. Online: http://www.cdc.gov/niosh/78127_7.html
For more details see Skin Cancer and PCBs
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Brain Cancer
In another study, electric utility workers exposed to PCBs had significantly increased mortality from brain cancer and malignant melanoma. Reference: Loomis D, Browning SR, Schenck AP, Gregory E, Savitz DA. 1997. "Cancer mortality among electric utility workers exposed to polychlorinated biphenyls. "OCCUPATIONAL ENVIRONMENTAL MEDICINE. 54:720-8. Also, refer to: Johnson BL, Hicks HE, Jones DE, Cibulas W, Wargo A, De Rosa CT. 1998. "Public health implications of persistent toxic substances in the Great Lakes and St. Lawrence basins. JOURNAL OF GREAT LAKES RESEARCH 24:698-722. Online at http://www.atsdr.cdc.gov/DT/pcb007.html
For more details see Brain Cancer, PCBs and Dioxin
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Non-Hodgkin’s Lymphoma
Many countries are reporting a rapid increase in incidence of non-Hodgkin’s lymphoma.
Recent case-control studies have found associations between non-Hodgkin's lymphoma and PCB concentrations in adipose (fat) tissue (Hardell, 1996) and blood serum (Rothman, 1997). In the Rothman study of persons without known occupational exposure to PCBs, mean PCB blood levels of 13.3 ppb yield highly significant increased odds of non-Hodgkin's lymphoma. Reference: Hardell L, van Bavel B, Lindström G, Fredrikson M, Hagberg H, Lijergren G, Nordstrom M, and Johansson B.. 1996. "Higher concentrations of specific polychlorinated biphenyl congeners in adipose tissue from non-Hodgkin's lymphoma patients compared with controls without a malignant disease." INTERNATIONAL JOURNAL OF ONCOLOGY 9:603-608. Also: Rothman N, Cantor KP, Blair A, Bush D, Brock JW, Helzlsouer K, Zahm SH, Needham LL, Pearson GR, Hoover RN, et al. 1997. "A nested case-control study of non-Hodgkin lymphoma and serum organochlorine residues." LANCET 350:240-244.
In a 1998 study, researchers state: "In epidemiologic studies, non-Hodgkin’s lymphoma (NHL) has been associated with exposure to chemicals such as phenoxyacetic acids; chlorophenols; dioxins; organic solvents including benzene, polychlorinated biphenyls, chlordanes; and immunosuppressive drugs. Experimental evidence and clinical observations indicate that these chemicals may impair the immune system. The risk is increased for NHL in persons with acquired and congenital immune deficiency as well as autoimmune disorders. Also, certain viruses have been suggested to be of etiologic significant for NHL. In some cases of NHL the common mechanism for all these agents and conditions may be immunosuppression, possibly in combination with viruses." Reference: Hardell L, Lindstrom G, van Bavel B, Fredrikson M, and G Liljegren. 1998. "Some aspects of the etiology of non-Hodgkin’s lymphoma." ENVIRONMENTAL HEALTH PERSPECTIVES. 106 (Suppl 2):679-681.
Another study found an association between PCBs and hairy cell leukemia, which is a subgroup of Non-Hodgkin Lymphomas. Researchers found an "increased risk for the sum of the immunotoxic PCB group." Reference: Nordstrom M, et al. 2000. "Concentrations of organochlorines related to titers to Epstein-Barr virus early antigen IgG as risk factors for hairy cell leukemia." ENVIRONMENTAL HEALTH PERSPECTIVES 108(5):441-5.
See also PCBs and Immune System Damage
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Pancreatic Cancer
Researchers have found an association between PCB levels and pancreatic cancers. Reference: Hoppin JA, et al. 2000. "Pancreatic cancer and serum organochlorine levels." CANCER EPIDEMIOLOGY, BIOMARKERS, AND PREVENTION; 9(2):199-205.
In a second study, in a recent issue of the British journal, LANCET, pancreatic cancer patients with a specific gene mutation called K-ras show high levels of DDT, DDE, and PCBs, known as organochlorine compounds. Roughly 78 percent of patients with pancreatic cancer have the K-ras mutation, and scientific studies have established that the mutation is not inherited. This study is the first to suggest that the K-ras mutation is linked to a chemical agent in the environment. "Pancreatic cancer patients with a K-ras mutation have significantly higher levels of DDT, DDE and three major PCBs than pancreatic cancer patients without the mutation or the controls," says the lead researcher, Miguel Porta. But, he adds, "we do not think that organochlorine compounds directly cause the mutations." So what could be happening? "One possibility is that something causes the mutation and then these compounds provide some advantage for the mutated cells to grow," so that instead of dying, for example, a mutated cell continues to grow and multiply. "The other possibility is that these substances enhance the action of mutagens of K-ras." For example, PCBs may push abnormal cells that are still in a pre-cancerous phase into becoming completely cancerous.
For more detailed information, see Pancreatic Cancer, PCBs and Dioxin
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Lung Cancer
A PCB-exposed group in Japan had a statistically significant increase in lung cancer deaths. This was a case involving rice oil contaminated with PCBs and furans. [Some scientists argue that the cancers were due to the furans, not the PCBs; however, commercial mixtures of PCBs generally came contaminated with furans from the manufacturer. The Fox River is contaminated with both PCBs and furans as a result, and both chemicals are picked up and accumulated in fish.] Reference: Kuratsune, Nakamura, Ikeda, & Hirohata. 1987. "Analysis of Deaths Seen Among Patients with Yusho-A Preliminary Report," CHEMOSPHERE, 16:8/9, 2085.
A second study noted that lung cancer deaths among ex-employees at a capacitor plant were higher than might have been expected, but concluded that "there were apparently no grounds for associating lung cancer deaths (although increased above expectations) and exposure in the plant." Reference: Bertazzi, Riboldi, Pesatori, Radice and Zocchett. 1987. "Cancer Mortality of Capacitor Manufacturing Workers," AMERICAN JOURNAL OF INDUSTRIAL MEDICINE, 11:165-76.
A study followed employees who had worked at Monsanto's PCB production plant. The researchers found that the incidence of lung cancer deaths among these workers was somewhat higher than would ordinarily be expected. The increase, however, was not considered statistically significant. Reference: J. Zack & D. Munsch, Mortality of PCB Workers at the Monsanto Plant in Sauget, Illinois (Dec. 14, 1979)(unpublished report), 3 Rec., Doc. No. 11.
For more details, see Lung Cancer and PCBs
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Kidney Cancer
A study of workers exposed to PCBs found a consistent increase in kidney cancer, although the actual number of cases was small. Reference: Longnecker, MP, WJ Rogan and G Lucier. 1997. "The human health effects of DDT (dichlorodiphenyltrichloroethane) and PCBs (polychlorinated biphenyls) and an overview of organochlorines in public health," ANNUAL REVIEW OF PUBLIC HEALTH, 18:211-244.
For more details, see Kidney, Bladder & Urothelial Cancer and PCBs
Prostate Cancer
PCBs may cause or promote prostate cancer through early alteration of hormonal development of the male in the womb, and/or through changes in the levels of glutathione enzymes. The International Agency for Research on Cancer (IARC) found an association between PCBs and prostate cancer.
For more details, see Prostate Cancer and PCBs
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Breast Cancer
In Wisconsin, researchers have found breast cancer population clusters, where the disease rate is much higher than average. Two of them are in zip codes on the east side of the City of Green Bay, in the old downtown along the Fox River and along the east shore of the Bay. (Zip codes 54301 and 54311) The statistics were age-adjusted so results wouldn’t be skewed.)
In general, Wisconsin’s breast cancer rate among women aged 65 and older is higher than the national average.
Our detailed Breast Cancer section includes summaries of 128 studies on the links between breast cancer and exposure to PCBs or dioxin.
At least 24 studies of human populations show a possible link between PCBs and breast cancer. More than 50 additional laboratory studies illustrate in animals or cell cultures how PCBs may cause or promote breast cancer. Also, three studies of humans show a link between dioxin and breast cancer. These last three are important because certain PCBs are dioxin-like and PCBs are frequently contaminated with dioxins.
On the other hand, approximately 13 human studies did not show that PCBs increase breast cancer risk. Nevertheless, several such studies, when re-examined statistically, have found that certain PCBs were associated with risks, or that certain subgroups of women appeared to be more vulnerable to PCBs.
For more details, see Breast Cancer, PCBs and Dioxin
http://www.foxriverwatch.com/cancer_pcb_pcbs_1.html#top
http://www.fishadvisories.utah.gov/docs/111708_PCBs_in_Utah_Lake_Sediment_Study.pdf
Figure 1. Mean Total PCB Concentration in Fish Collected from Utah Lake in June 2006.
Common carp are bottom-feeding omnivores that consume aquatic plants, insects, and
other fish. Carp dominate the ecology of Utah Lake making up an estimated 90.9% of its
total biomass (2). Their presence has lead to the decline of native fish species including
the June Sucker, which was listed on the Endangered Species List in 1986. The June
Sucker Recovery Implementation Program has been initiated to address its listing and to
recover the species so that it no longer requires protection under the Endangered Species
Act.
Total [PCBs] in Fish from Utah Lake
0.0
20.0
40.0
60.0
80.0
100.0
120.0
140.0
160.0
180.0
200.0
Fish Species
Total [PCB], ppb
Fillet 14.3 10.2 80.5 104.4 7.1
Offal 59.5 34.8 130.6 176.8 30.7.7
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