Earth's Environmental
Systems
Lab Manual
Chapter 3
Name
Period
TEACHER
NAME
Directions: Read the categories below and then read the Case Study. As you read, fill in the table. You
must have at least TWO terms in the vocabulary box and a clear thought/explanation In each of the
other boxes.
THE GULF OF MEXICO'S DEAD ZONE PAGE 63
SEEMS
I M P O R TA N T T O
M E
SOMETHING I
DON'T
U N D E R S TA N D
SOMETHING I
DON'T AGREE
WITH
WORDS/TERMS
T H AT S E E M
I M P O R TA N T
SOMETHING ELSE
W A N T T O TA L K
ABOUT
DO NOW
PUT THE FOLLOWINS STEPS OF THE CREATION OF A DEAD ZONE IN ORDER
. L A R 6 E P O P U L AT I O N S O F P L A N K T O N D I E
. FARMERS USE FERTILIZERS ON CROPS
. THE RIVER DRAINS INTO THE GULF
. RAIN AND/OR SNOW FLOWS OVER THE LAND AND CARRY NUTRIENTS WITH
IT TO A RIVER (RUN-OFF)
• THE CHEMICAL REACTION OF DECOMPOSTION TAKES OXYGEN OUT OF THE
WAT E R
• PLANKTON POPULATIONS INCREASES RAPIDLY
. A DEAD ZONE DEPLETED OF OXYGEN FORMS KILLILNG FISH AND OTHER
ANIMALS
7
Name
Class
Date
Inquiry Activity • Paper and Pencil
Chapter 3 Effects of CO2 Ofi Plants
Problem Does increased atmospheric CO2 affect stomatal activity in plants?
How Plants Exchange Material with the Atmosphere
During photosynthesis, plants take in CO2 and release oxygen through tiny pores
called stomata located on the underside of leaves. These pores are also where the
plant releases excess water vapor. When stomata open, carbon dioxide enters the
plant, and oxygen and water vapor are released. When stomata close, gas exchange
and water loss stop. This is a trade-off; a plant whose stomata are closed to
conserve water cannot get needed CO2, while a plant whose stomata are wide open
and taking in a lot of CO2 will lose more water.
Plants and CO2 Levels
Scientists have shown conclusively that the dramatic rise in atmospheric CO2
concentration is linked to rising global temperatures. The concentration of CO2 in
the atmosphere was 385 ppm in 2007, up 10% since 1985. Though many people
view climate change with alarm, some consider high atmospheric CO2 as
beneficial, stating that the excess CO2 will increase rates of photosynthesis and
cause plants and crops to grow larger and faster. Some have even predicted that
increased plant growth will remove enough excess CO2 to slow down global
warming.
Elevated CO2 and Stomatal Activity
One way to estimate CO2 uptake activity is by measuring stomatal width in
leaves exposed to different levels of CO2. In this exercise, you will predict
whether increased CO2 concentrations will affect the amount of stomatal opening
Environmental Science • Lab Manual
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
1
Class
Name
Date
in plants. You then will graph and analyze data showing stomatal sizes in plants
exposed to different levels of atmospheric CO2.
1. Predict the effect, if any, of elevated atmospheric CO2 on stomatal width.
K - - -
f
Data
Ta b l e
CO2 Concentration
(ppm)
Stomatal Aperture Width
(pm)
0
2.63
385
2.21
800
1.67
2. Using data from the table above, draw a bar graph in the space below.
Environmental Science • Lab Manual
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
2
Environmental Science • Lab Manual
Copyright © Pearson Education, Inc., or its affiiiates. Ali Rights Reserved.
3
Name
Class
Date
3. Analyze Data What happened to stomatal aperture width as CO2 levels increased?
4. Interpret Graphs At what CO2 concentration was stomatal aperture width
at its greatest? Lowest?
5. Draw Conclusions Does the data suggest that stomata open wider or get
narrower as CO2 levels rise? Do you think this benefits or harms the plant?
What would happen to the relative amount of gas exchange and water loss in
this situation? Explain your reasoning.
6. Relate Cause and Effect Increased atmospheric CO2 is linked to warmer
air temperatures. How might warming air affect water availability? How
would the change in water availability affect plant growth in the long term?
Environmental Science • Lab Manual
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
4
7. Extension Based on your observations and analysis of the data, predict
how increased atmospheric CO2 levels might affect crop growth and
agriculture in the future.
Environmental Science • Lab Manual
Copyright © Pearson Education, Inc., or Its affiliates. All Rights Reserved.
5
Properties of Water
What Makes Water So Special?
Why?
When you hear that NASA's space probes are looking for "evidence of life" on other planers, do you know
what that means? They are looking for evidence of liquid water. Water is fundamental for all life; without
it every living thing would die. Water covers about 70% of Earths surface and it makes up 65-75% of our
bodies (82% of our blood is water). Even if water might seem boring to you—no color, taste, or smell—it
has amazing properties that make it necessary for supporting life.
Model 1 — The Molecular Structure of Water
Electron density model of H^O
1. How many hydrogen atoms are in a molecule of water?
2. How many oxygen atoms are in a molecule of water?
3. What holds the hydrogen atoms to the oxygen atom?
4. The shading around the molecule represents the relative density of electrons shared by the atoms.
What does this indicate about the density of electrons around the oxygen atom as compared to
the density of electrons around the hydrogen atoms?
5. Where is the majority of negative charge on the water molecule?
Properties of Water
Model 2 - Attraction of Water Molecules
\
/>
V
•
We a k a t t r a c t i o n
6. Looking at your answers to Questions 1 and 2 from Model 1, tell what atoms are represented by:
a. The small, unshaded circles in Model 2.
b. The larger gray shaded circles in Model 2.
7. What do the solid lines between the small and large circles represent?
8. According to Model 2, what is represented by the dotted lines?
9. Remember that electrons in a water molecule are more dense around the oxygen atom and less
dense around the hydrogen atoms.
a. What kind of charge would the oxygen atom have compared to the hydrogen atoms?
b. What kind of charge would the hydrogen atoms have compared to the oxygen?
10. Describe the arrangement of the water molecules in Model 2 with one another.
11. Describe the cause of the attractions between molecules of water.
12. If another water molecule was added to the group in Model 2 at the upper right side, which of
its atoms would be connected to the existing molecule with a dotted line? Describe your groups
reasoning.
2
POGIL™ Activities for High School Biology
Read This!
The bonding electrons in some molecules are not equally shared between the atoms. These neutral
molecules with a difference of charge across the molecule are called polar molecules. Because of the
arrangement of the atoms and electrons in a water molecule, there are two differently charged areas of the
molecule even though the molecule is neutral overall. The hydrogen molecules are slightly positive, while
the oxygen is slightly negative. The positive area charge (hydrogen) of one water molecule is attracted
to the negative area (oxygen) of a different water molecule. This weak attraction is often referred to as
hydrogen bonding.
13. In the space below, draw 10 water molecules to create a cluster. Be sure to indicate the hydrogen
bonds that link the water molecules.
%
Properties of Water
3
Extension Questions
14. Other polar molecules include nucleic acids and some proteins.
Look at the DNA sketch provided and predict how the two
strands are attracted to one another.
Hydrogen bonds
15. Some molecules that are covalently bonded do not have a difference in charge across the mol
ecule. These molecules are referred to as nonpolar. What arrangement of electrons would result
in a nonpolar molecule?
16. Some examples of nonpolar molecules include fats, oils, and waxes. How do these substances
interact with water?
17. What prediction would you make about why oil and water interact in the way described above?
4
POGIL™ Activities for High School Biology
Name
Date
Quiz
Water Cycle
True or False? Circle T or F
1. Earth, anci everything In it, uses the same water over and over again. T or F
2. Evaporation is when water vapor falls to the Earth's surface. T or F
3. Water vapor gains energy when it condenses. T or F
4. During collection, water flows to rivers and oceans. T or F
5. The energy that powers the water cycle comes mostly from the sun. T or F
Multiple Choice: Circle the letter of the best answer.
6. Which of the following best describes how water evaporates?
A Water molecules that move with higher energy evaporate first
B Water must be heated to 100° C to evaporate
C Water molecules that are cooled evaporate
D None of the above
7. Clouds form by the condensation of:
A Water vapor
B
Dust
C
Heat
D
Rain
or
dirt
8. Which of the following is a form of precipitation?
A
B
C
D
Rain
Snow
Hail
All
of
these
Nutrient Cycles
How are nutrients recycled through ecosystems?
Why?
We have learned the importance of recycling our trash. It allows us to use something again for another
purpose and prevents the loss of natural resources. But what happens to the waste in nature? Why aren't
we up to our necks in natural refuse? Why is there always a supply of water? Why is there oxygen to
breathe and carbon dioxide for photosynthesis? Organic compounds in nature are also recycled. This
recycling process converts the complex organic compounds to simple, inorganic compounds, which
then can be returned to nature to be used again and again.
Model 1 - The Water Cycle
1. Model 1 illustrates how nature recycles what natural resource?
2. Model 1 illustrates four major areas of water storage on Earth. Complete the list of these storage
areas below.
Atmosphere,
surface
water,
,
and
.
3. Where is groundwater stored?
Nutrient Cycles
1
4. Name two processes in Model 1 in which water is converted to vapor.
5. Describe two methods by which water on land (in lakes and rivers) returns to the oceans.
6. Rain, sleet, and snow are examples of what?
7. If the air contains high levels of pollutants, what effect might this have on water quality?
8. Which process(es) of the water cycle—^precipitation, evaporation, condensation, runoff,
percolation or transpiration—might contribute to the addition of pollutants to rivers, lakes, and
oceans? Why?
9. Which of the processes associated with the water cycle might be responsible for helping to clean
or filter the water?
10. The water cycle is a closed system, meaning no water enters from beyond the system nor leaves
the system. What does that say about the importance of keeping the water on Earth free from
pollution?
2
POGIL™ Activities for High School Biology
Qi-bon Cyc e
M 1&
Nitrate fixing Decay bacteria
bacteria in soil
T
'
V=»»r-
Nitrates
Carbon is an extremely common element on earth and can be found in all four major spheres of the
planet: biosphere, atmosphere, hydrosphere, and lithosphere.
Carbon is part of both the living and non-living parts of the planet, as a component In organisms,
atmospheric gases, water, and rocks. The carbon contained In any of the planet's spheres does not
remain there forever. Instead, it moves from one sphere to another in an ongoing process known as the
carbon cycle.
The carbon cycle is extremely important on earth as it influences crucial life processes such as
photosynthesis and respiration, contributes to fossil fuel formation, and impacts the earth's climate.
Part 1: Go to the following website and read about the carbon cycle and answer the questions;
http://www.windows.ucar.edu/cqi-bin/tour def/earth/Water/co2 cycle.html
1. Where is carbon found on the earth?
1
2. Carbon moves from,
a .
b.
c.
d.
e .
f.
3. Play the Carbon game. Go to this game link
http7/www.windows2univer5e.orq/earth/climate/carbon cycle.html Answer the following
questions when you are in the particular areas: atmosphere, plants, surface ocean, deep ocean,
marine life and soil.
a. Atmosphere
• What percentage of the atmosphere is made of carbon? %
• The more CO2 in the atmosphere makes our planet .
b. Land Plants
• What is the process by which plants make the nutrition it needs?
• What is the method by which plants release carbon into atmosphere?
c. Soil
• What is the name of the part of the soil that is made of decaying plants and
animals?
• What percentage of carbon is stored in the soil? %
d. Surface Ocean
• True/False; The ocean absorbs more carbon dioxide than the land.
e. Marine Life
• Phytoplankton absorbs the carbon in the ocean to make their nutrition through the
process
of
.
f. Deep Ocean
• List two ways the deep ocean gets carbon.
and
.
• How much carbon does the deep ocean contain? %
2
g. How many stops can you make on your trip? _
h. Will your journey ever end?
i. Was everyone's journey the same? Why not?
j. What would happen to the Carbon Cycle if we increase our burning of fossil fuels?
3
Model 2 - The Carbon Cycle
Auto and
factory
emissions
Carbon Sink
(coal, oil, peat, natural gas)
11. Model 2 illustrates how nature recycles what natural resource?
12. Name two ways that carbon (usually in the form of CO,) enters the atmosphere.
13. Process D on the diagram uses CO2 from the atmosphere.
a. Label D on the diagram in Model 2 with the name of this process.
b. What organisms carry out the process identified in part d^.
14. Wastes and dead organisms must be broken down in order for their components to be used
again.
a. What organisms in the cycle carry out this process?
b. What would happen if decomposition did not occur?
Nutrient Cycles
3
15. Not all dead organisms are acted on by decomposers. Instead of being immediately recycled, the
carbon from some organisms is kept in a type of long-term storage, or carbon sink. Using Model
2, answer the questions below about this long-term storage.
a. List four materials that contain this stored carbon.
b. What is the collective term for these four materials?
c. How do humans use the materials in the carbon sink?
d. What is the scientific name for the process listed in part ci
16. List five examples of combustion in your everyday life.
17. How is the majority of electricity generated in the area where you live? Does the process involve
the combustion of coal? Check with your teacher if you are not sure.
18. Many of the carbon-based fuels are categorized as fossil fuels because they formed from decayed
organisms over millions of years. List as many examples of fossil fuels as you can.
)19. How does our use of these carbon stores affect the amount of CO, in the atmosphere?
Read This!
Carbon dioxide (CO^) is one of the so-called greenhouse gases. These gases hold heat energy in the
atmosphere, which raises the overall temperature of the Earth. This helps maintain the Earths biosphere,
but also has led to environmental concerns. The more CO^ in the atmosphere, the higher the Earths
average temperature will be.
20. What is another way in which human activity is increasing the amount of atmospheric COj, and
what are potential global effects of these changes in COj levels?
4
POGIL™ Activities for High School Biology
student Activity Sheet #3
ANALYSIS AND COMPREHENSION
PARTI
1. What does the diagram of the CO2 -O2 cycle Illustrate?
2. Why could you say that this cycle is In "balance"?.
3. Name 3 sources of carbon dioxide.
4. What are some sources of oxygen?
5. What role does carbon dioxide play in plant life processes?
6. What process in animal cells requires oxygen?
7. If all the vegetation in the pond died, what effect would it have on the
animals? Why?
8. If the reverse happened, how would the aquatic plants be affected?
10. Why is the burning of fossil fuels a concern for scientists?
12. What problem could this create for life on Earth?
PA R T I I :
1. What is the source of energy behind the carbon cycle?
2. What is the food-producing process in plats?
3. Write the chemical equation for this process?
4. What substance is the byproduct of this process?
5. Why could you soy that plants are a sink for carbon?
6. What happens to the carbon stored in the plants when they die?
7. Which greenhouse gas is given off during decomposition?
8. How have humans added excess amounts of this gas to the atmosphere?
9. What other human activity is over-loading the carbon cycle?
10. Where does the C in fossil fuels come from? —
11. How have humans caused an imbalance in the carbon cycle?
CARBON CYCLE SUMMARY
MAKE A LIST OF 8 SPECIFIC WAYS CARBON GETS INTO THE ATMOSPHERE
SUMMARIZE-THERE ARE MANY MORE WAYS CARBON ENTERS THE ATMOSPHERE THAN EXITS IT!
PHOTOSYNTHESIS BY PLANTS IS HOW CARBON EXITS THE ATMOSPHERE (OVER LAND OR WATER).
I N F O R M AT I O N P I E C E S
PARTI:
Carbon dioxide used by plants
Carbon dioxide given off by animals
Oxygen used by animals
Oxygen given off by plants
Carbon dioxide given off by
decaying organic matter
Oxygen from photosynthesis available
to animals
COz from respiration available to plants
PA R T I I :
In the process of photosynthesis, plants take in
Cool and oil hove been the basic fuels used by the
COz, water and sunlight and give O"^ Oz, keeping
developed nations to build their businesses and
the carbon as part of the carbohydrates they need
for growth ond repair:
CO2 + H2O + sunlight -> C6Hi206 + 02
These carbohydrates are a rich store of energy.
industries and a high standard of living. All of the
carbon stored in them is released during burning,
forming COz with the O2 in the air. Some goes
back into the Earth's carbon reservoirs; the
excess enters the atmosphere.
This energy is used In respiration to break down
the complex carbon compounds to yield COz and
water: C6Hi206 6CO2 + 6H2O + energy.
Plants and animals break up the food molecules
and obtain the energy they need for their life
processes. The carbon is stored in their tissues
until they die.
CO2 is removed from the air by several natural
processes. The fastest uptake is into plants
and the surface layer of the ocean. As a
result of human activities, the carbon cycle is
no longer balanced and gases such as COz and
CH4 are building up in the atmosphere.
Along with the C02,methane, CH4 is given
off to the air during decomposition. Its
concentration has risen as a result of
human activities such as agriculture and
waste disposal. CPU levels have increased
by 145% over the post 150 years.
r"
the^O)cy^enfCydLe^
3axJcgrou¥\dAthe^ oxygfetv cyclc^ Cy o/ y/h-cydUz/ of the/ carhoYV cycle/.
VCrectCofHi U^the/term^prc^Uied/a4%dysketch/a/^OATiple/O^ge^cycle/
helow.
Termyc photoiyrithe^, oyy^e^ a^^hon/dixyiUde/, cLviimali plccvvt,
re^CrcvtCorVy yA/hlXght, wafer
Name:
Traveling Nitrogen Passport
Guess whatl in this game you are a nitrogen
Directions;
1. Stamp your start location in the space below.
atom. You are going to travel the nitrogen cycle
stopping in many exciting locations - some of .
which you probably never have been to before.
For each stop along your journey, remember to
record where you went and how you got there.
Here's an example of how to
out each stop
along the way: Trip#1;How 1 traveled: W h e r e 1 w e n t
2.
Roll the die to find out where to go next Write How I
traveled in the Trip #1 box below (see example at right).
3.
Go to that location in the room and stamp the Trip#1 Where
I went box. Then, roll the die to find out where to go next
Trip#1:How 1.traveled:
Where 1 went:
FertAfzer
washed
into, stream
Trip #5:How 1 traveled:
Where 1 went:
tJiemfo'-l
Stamp above
Trip #2: How I traveled:
Where 1 went:
Srnmp above
Trip #6:How I traveled:
Stamp above
Trip #3:How 1 traveled:
Where 1 went:
Stamp above
Trip #7:How 1 traveled:
Stamp above
Trip #4:How 1 traveled:
Where I went
Stamp above
Where 1 went:
Where 1 went:
Stamp above
Trip #8:How 1 traveled:
Where 1 went:
Stamp above
© 2007 UDiversic7 Corporarion for AnnospheticBjseaidiAIlIU^BReserved
Model 3 - The Nitrogen Cycle
Denitrification by
denitrifying baceria
Further nitrification by
Atmospheric
nitrifying baceria
Nitrites ' ' i>Nitrates
Nitrogen
(N,):
A
Absorption by
roots of non-
legume plants
r t
X
Feeding
US
c
u
_Q
«
C
pa
O
^
a o
o
"5
5 .S
Z
c
^N-fixing bacteria
(Found in root nodules
Decomposition
c
of legumes)
C O
o
(by fungi, bacteria, and worms)
V
Ammonia and other
N-fixing bacteria
N-containing
compounds in soil
21. Model 3 illustrates how nature recycles what natural resource?
22. Name three types of bacteria involved in the nitrogen cycle.
Read This!
Nitrification is a process by which specific bacteria convert different forms of N-containing compounds
(like ammonia, NH^) in the soil to nitrites (NO2) and nitrates (NO^). This process is important since the
only forms of nitrogen that are usable by plants to build their proteins are the nitrates.
23. In what ways is N gas removed from the atmosphere?
24. By what process are animal wastes and dead organisms converted to other nitrogen-containing
compounds?
Nutrient Cycles
25. What is the only form of nitrogen that nonlegume plants can take in and use?
26. What do the denitrifying bacteria do during the denitrifying process?
127. If the number of nitrifying bacteria decreased, what effect would this have on the nitrogen cycle
and what type of compounds would accumulate as a result?
6
POGIL™ Activities for High School Biology
start the ntirogen cyce
l wtih ntirogen gas n
i the atmosphere. Pa
l ce the foo
l wn
i g steps n
i order.
Nitrogen gas {N2) in the atmosphere
Denitrifying bacteria decompose living things and release N2 back to the
atmosphere
Ammonium NH4, leave nodules and enter soil
Nitrogen fixing bacteria on root nodules of legumes change nitrogen gas
N2 to ammonium NH4
Plants take in N03-nitrates
Plants make proteins needed to grow with the nitrogen
Bacteria in soil convert NH4 to nitrites N02
Animals get nitrogen by eating plants
Bacteria in soil convert Nitrites N02 into nitrates N03 that plants can
u s e