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Definition
a. Explaining what our world is like
b. Use Thought, observation, description, and creativity
c. Establish what is true from many choices |
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| Good Science vs. Junk Science |
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Definition
a. Good Science: Acquisition and explanation of factual knowledge; NOT belief or opinion
i. Follows sound facts and inspected by hundreds of scientists
ii. Without bias, opinion, etc.
b. Junk Science: Selective results, political motivation, internet, distortions of scientific works |
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b. Theory: the over-riding explanation of a natural phenomenon
i. NEAR CERTAINTY
ii. based on rigorous testing with experimental evidence
iii. NOT BEST GUESS |
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a. Develop Question
b. Form Hypothesis
c. Form predictions from hypothesis
d. Test through numerous experiments
e. Reject or fail to reject hypothesis (DO NOT “prove” or “disprove”)
f. Review by many qualified peers
g. Form theories |
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| Is anything proved by science? |
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Definition
| a. Nothing is ever considered to be “proved” through science. A good scientist tries to find something that rejects his/her hypothesis |
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a. Treaty to reduce greenhouse gas emissions (1997)
b. 166 nations were involved
c. US withdrew
i. Made a statement that the US isn’t ready for such a step
ii. The sacrifice is great as the US still produces an incredible amount of greenhouse gas |
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| Four parts of a sustainable solution |
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Definition
a. Economically feasible
b. Socially fair/desirable
c. Ecologically viable
d. Politically Popular |
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| Why arent religion and ethics part of science? |
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Definition
a. Although religion, ethics, and emotion are important, they cannot be observed objectively.
i. Cannot be fully proven, bias, etc. |
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| Is there controversy in science? Where? What is it based on? |
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| a. Not if a question has been answered consistently and repeatedly b. Exists when the following exist i. Complex phenomena/difficult to test (Ozon, greenhouse effect) ii. Bias (vested interest , deforestation effects) iii. Subjective values (value, judgments, nuclear power) iv. New Info (ozone, greenhouse effect |
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| beliefs about what will happen under certain conditions based on your hypothesis |
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| interactions with the natural world to which we should be working; perpetuated indefinitely (doesn’t deplete resources needed to fuel the system) |
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| An attitude of active care for natural lands; relationship with social justice |
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| the group of an experiment that is not exposed to the variable |
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| Reasons to Care about environment |
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o Aesthetic reasons/rights of all
o Economic Reasons
o Ecological reasons
o Ethical reasons |
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| o Deforestation due to the Moai, platforms, and canoes caused extinction (plant and animal), shifts in diet, battles over rescources, soil erosion, overpopulation, and starvation |
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| Islam environmental approach |
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Definition
| humans have responsibility of caring for God’s earthly creations; humans don’t own creation, Holistic |
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| Compassion for living things, harm to one living thing in some way harms all living things. |
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| Reincarnation, Karma (how you treat things will come back to treat you the same way), appreciation of all life |
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| Christianity approach + specific responsibilty |
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| All things glorify and represent God, humans have dominion not domination -- o To care for God’s Earth, and respect his covenant with all living things, be stewards |
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| Qualities that determine a biome terrestrially |
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Definition
| Climate (rainfall, temp, etc) elevation |
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| Qualities the determine a biome aquatically |
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| Depth and amount of salt in water |
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| How do we get different biomes in small areas |
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| Terrain, amount of shade, wind, soil, draining of water |
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| Effects of latitude and elevation of biomes |
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Definition
Latitude: Distance from equator affects temp.
--Elevation: a higher elevation has a lower temp. |
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| 1st zone, area of photosynthesis. Extends approx. 200 m below the surface |
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| 2nd zone, 200-1000 m. enough light for vision (constant twilight) |
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| 3rd zone, 1000-4000 m. completely dark. Limited by food so vertical migration is common |
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| 4th zone, 4000+ m. completely dark. Limited by food so vertical migration is common |
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| Abrupt transition between 2 ecosystems, often human-induced; usually short term -- the incredible difference between one ecosystem and the other. Causes: increased species richness, greater resources, unique conditions, predators/non-native species |
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| smooth transitional region between ecosystems; permanent and natural; may include distinctive plant and animal species |
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| very complex, single prey eaten by many predators and likewise |
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| Single organism at each step; uncommon, only found in simple habitats. |
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| the levels of energy consumption--Producer, Primary Consumer, Secondary Consumer, Tertiary Consumer |
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| Energy flow in an ecosystem |
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Definition
1-5% of energy is captured by autotrophs, energy to heterotrophs through consumption, Detritivore eats waste,
-- Not energy cycle- energy is lost in conversion, heat, waste, reproductions |
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Definition
| 6CO2 + 12 H2O --> C6H12O6 + 6O2 + 6 H2O |
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| C6H12O6 + 6O2 --> 6CO2 + 6 H2O |
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| close relationship between 2 or more organisms; long term |
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| both organisms benefit; Ants and Aphids |
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| 1 organism benefits, one isnt affected; Clown Fish and Sea anemones |
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| 1 organism benefits, 1 is affected negatively; tapeworms and host |
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| hunter gatherer- neolithic revolution |
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| 12,000 years ago; domestication of animals and farming |
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| -1700s; pollution and population growth; exploitation of natural materials |
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| late 19th century; extraction of natural materials |
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| Green and Environmental revolutions |
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| Today; attempts to enact a more sustainable lifestyle; agricultural growth |
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| Organisms and the abiotic and biotic components with which they interact |
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| A group of different plant and animal species that live with each other within an ecosystem |
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| Something that is living or derived from living things |
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| things that are not living and are independent from living things |
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| A group of ecosystems that are catagorized by their similarities in climate and plant/animal species |
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| the point where fresh water meets salt water |
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| organism makes its own food |
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| organism consumes organic material as a supply of energy |
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| heterotrophs that consume fruit as their main source of energy |
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| heterotrophs that consume nectar as their main source of energy |
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| heterotrophs that consume grain/seeds as their main source of energy |
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| heterotrophs that consume both plants and animals as their source of energy |
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| heterotrophs that consume plant material as their main source of energy |
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| heterotrophs that consume worms and the like as their main source of energy |
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| heterotrophs that consume blood as their main source of energy |
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| heterotrophs that consume meat as their main source of energy |
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| heterotrophs that consume fish as their main source of energy |
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| consume decomposing material as their main source of energy |
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| decomposing organic material and waste |
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| Group of heterotrophs that find food through common ways |
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| fungi that grows in a symbiotic relationship with trees. grows on roots and allows for extra nutrients to be accumulated |
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| What happens at each trophic level (10% rule) and what happens to most energy? |
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| 10% of energy is assimilated at each stage and the rest is lost through respiration, waste and other activities; very inefficient – results in “biomass pyramid” |
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| Photosynthesis and respiration cycle + aquatic/terrestrial cycle + human use cycle -- Carbon lost through decomposition into fossil fuels over time; humans return carbon by burning fossil fuels (not inherently a bad thing, but bad because of the rate it is being done) |
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| N gas -> fixing producers (legumes) -> cell respiration -> nitrogenous waste -> soil -> bacteria -> atmosphere OR Gas -> industrial fixation -> fertilizer -> non-legume crops -> animals -> waste -> soil, bacteria, atmosphere |
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| What happens to lost carbon? |
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| Carbon lost through decomposition into fossil fuels over time |
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| How do human-altered ecosystems differ from more natural ecosystems (cycling versus unidirectional flow) |
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| A human-altered ecosystem eliminates the possibility of recycling, excessive use of fertilizers, production and use of nonbiodegradable compounds, and overcharge of nutrients in aquatic ecosystems |
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| What is the importance of bacteria in the cycles? |
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Definition
| Bacteria converts Nitrogen into ammonium which plants can use to build amino acids |
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| the process of chemically converting Nitrogen gas from the air into other compounds like nitrates (NO3) and ammonia (NH3) |
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| a process through which bacteria reduces oxidized nitrogen compounds in soil back to nitrogen gas in the atmosphere |
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