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Fertilizer and Ecosystems Read the first paragraph of “Fertilizer and ecosystems” on page 70 (10 minutes) Question What can happen to organisms when too.

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Presentation on theme: "Fertilizer and Ecosystems Read the first paragraph of “Fertilizer and ecosystems” on page 70 (10 minutes) Question What can happen to organisms when too."— Presentation transcript:

1 Fertilizer and Ecosystems Read the first paragraph of “Fertilizer and ecosystems” on page 70 (10 minutes) Question What can happen to organisms when too much fertilizer is used? Answer: 1.Nutrients allow algae to grow rapidly (algal bloom) 2.Algae use oxygen 3.Algae die 4.Bacteria uses oxygen 5.oxygen levels drop / other animals die 7.decomposer eat 8.bacteria population grows 9.use more oxygen.

2 Questions Answer questions Page 71 #2,4,5

3 SOLUTIONS TO QUESTIONS Q2 – Explain how excess fertilizers might affect decomposing organisms. ANSWER: Excess fertilizer can seep into waterways and cause the growth of algae. When the algae die, the population of decomposers increases rapidly, causing oxygen depletion in the water.

4 SOLUTIONS TO QUESTIONS Q4 – What dangers do high levels of nitrates in the drinking water present for infants? ANSWER: Their stomachs are not as acidic as those of adults. Bacteria that convert nitrates to nitrites in the intestines can enter infants’ less acidic stomachs. The nitrites can enter the blood stream and bind to the hemoglobin.

5 SOLUTIONS TO QUESTIONS Q5 – Explain why not planting a crop and then ploughing in the fall might help a farmer restore nitrogen and phosphorus levels in the soil. ANSWER: During the year nutrients, including nitrogen and phosphorous, accumulate in the plants that grow. If the farmer ploughs these plants under in the fall, the nutrients will help enrich the soil. This is called “green manure.”

6 PESTICIDES CHAPTER 2.2 ( Case Study ) Scan figure 4

7 THINGS TO DO: Read Chapter 2.2 Page 52-57 Fill in the worksheet 40 MINUTES TO COMPLETE Check answers before the end of class

8 ANSWERS TO WORKSHEET QUESTION 1 – Define the following: A) Pest – is an organism that people consider harmful or inconvenient Examples: Weeds, insects, fungi, and rodents B) Pesticide – chemicals designed to kill pests Examples: Raid, DDT

9 QUESTION 2 – Complete the table on the advantages and disadvantages of pesticide use: AdvantagesDisadvantages Controls unwanted populations Pollution (Air and Water) Increases Food YieldsBioamplification Prevent diseasesEcosystem Decline (alternates) Toxic on body Bugs become resistance

10 QUESTION 3 – What is the main difference between first generation and second generation pesticides? 1 st Generation – natural chemicals (Metallic based, ex. Lead, mercury and arsenic) Not only did they kill insects, they were highly poisonous for people. 2 nd Generation – made in Laboratory DDT is a potent insecticide made in 1874. At the time it was made people did not know it’s harmful effects (Effects: carcinogenic, thinning of egg shells, birth defects, etc.) Extra: –2.3 million tonnes of DDT was used/year (peak usage was in 1962) –Today, there are 500 registered insecticides used in Canada –75% of the banned insecticides are still used in 3 rd World Countries

11 Extra: Place in Notes 3 rd Generation Modern Day Pesticides – Water Soluble Because they are water soluble they will not stay in the body They can be excreted through sweat and urine and are easily broken down in the soil. Problems: need to be reapplied frequently because they break down so quickly, they are only effective for short periods of time, cost for reapplication.

12 QUESTION 4 – Complete the table on the types of pesticides: Type of Pesticide TargetPersistence InsecticideInsects2-15 years HerbicideWeedsDays to Weeks FungicideFungi/MouldsFew Days BactericideBacteriaFew Days RodenticideRodentsFew Days

13 QUESTION 5 – Clearly explain BIOAMPLIFICATION Is the increasing concentration of a toxin, in the fatty tissue, as organisms consume each other. Second generation (early pesticides) were fat-soluble which means they would stay in the body. For example: If a grassland ecosystem was sprayed with DDT, the fat-soluble pesticides would stay in the herbivores body, and the carnivores body, etc… As the chemical accumulates so does the toxic effect.

14 QUESTION 5 B) – Provide an example of how Bioamplification occurs The concentration of fat-soluble pesticide increases as you move up the food chain. Page 54, Figure 4 provides a good example 1 part per Grasshopper 4 part per Shrew 12 parts per Owl

15 QUESTION 5 C) – What can be done to prevent Bioamplification? Make pesticides that do not stay in the fat tissue Make pesticides that can be extracted from your body thru urination.

16 #6. Clearly explain how pest become resistant to pesticides. Pests that aren’t affected by pesticides and are adapted to live even if they come in contact with a pesticide. They reproduce and their offspring are resistant as well.

17 QUESTION 6 – Reflect and Answer Parts L-P on pages 56-57 L) Spruce budworms have become resistant to the pesticides available. If all of the pests are not wiped out in the first wave, the survivors can multiply in number. M) Concentrations of pesticide sufficiently high to kill all the spruce budworms would also kill many other species, beneficial as well as harmful, insects as well as other organisms.

18 N) The loggers and lumber and paper-mill workers have benefited from the New Brunswick spraying program. O) The loggers, lumber and paper- mill workers, and First Nations peoples depending on the forests for a livelihood, might have lost out as a result of the decision not to spray on Cape Breton Island.

19 P) Not spraying on Cape Breton Island has allowed the ecosystem to adjust and naturally recover from the spruce budworm infestation.

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