BIO220H1 Lecture 19: Lecture 19 Notes

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12 Apr 2012

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Manhattan project second largest military venture in the world up to that time; big project in ww2 that resulted in the atomic bomb. Largest military venture boeing b29 long distance bomber project to deliver the atom bomb in japan. Us went from atomic bomb to hydrogen bomb (more powerful); b29 to b36 (bigger) Could make guesses about where the compounds would go: hot strontium is beside calcium on the periodic table, so it would probably go with our bone just like calcium. Oak and pine trees were the most sensitive. You can introduce an unstable radioactive isotope into an ecosystem and trace tiny quantities of it to various sources (not done anymore) Elements aren"t created or destroyed but they do change chemical form. Pool the format in which the element sits in for a while. Flux way in which the element moves from one pool to another. Strong natural fluxes a lot of flow along that line.

Related Questions

Check the Course Announcements at the beginning of the week following the deadline for Part 1 to discover exactly what happened to the deer population on the Kaibab plateau. This information is essential for completion of Part 2.

The second part of your project is to take what you've learned about the Kaibab forest ecosystem and write an accurate description of the boom and bust of this deer population, using correct ecological language. Consider as many of the aspects of these events as you can. Be sure to consider the effects on the other species in the ecosystem as well.

Refer to your on-line materials and the appropriate sections of your textbook. Your discussion should include (but not be confined to) consideration of all of the following concepts: carrying capacity, predator/prey relationships, population cycling, resource partitioning, competitive exclusion, fundamental and realized niches, food chains, food webs and trophic pyramids.

Note that the purpose of this exercise is for you to demonstrate to me that you understand these important concepts of ecology by utilizing them accurately and appropriately in the description of the disaster in the Kaibab forest. Your essay must include both clear indications that you understand the meanings of these principles and clear indication that you understand how these principles can be used to describe what happened to the ecosystem on the Kaibab plateau.

information given of part one: On the north rim of the Grand Canyon, an area called the Kaibab plateau, there is a conifer forest called the Kaibab forest. The forest's trees include pine, fir and spruce. Shrubbery includes a variety of willows, raspberries, etc. A hundred years ago, this forest was a stable ecosystem, housing, among other species, a population of about four thousand mule deer.

These deer were hunted by local Native Americans, who used them for food and other materials. They were also hunted by predators like pumas, wolves and coyotes.

In 1906, the US made this region into a National Game Preserve. With the intent of protecting the deer, hunting was forbidden. Bounties were paid for killing the pumas, wolves and other large animals that preyed on the deer. By 1925, more than 6000 predators had been killed, virtually wiping out the ecosystem's large predators.

*Read the instructions* for Part 2, then consider this additional information about the Kaibab forest.
There are some hints in here to suggest the *minimum* range of the subjects you need to discuss to explain this; You will need to read the chapters and the course materials to understand the meanings of these concepts, and to be able to use them to explain the Kaibab disaster. There are other important concepts as well--so keep your eyes open as you read. It wouldn't hurt to go back and read the original description in Part 1, either. And you may find it necessary to do some quick browsing in areas of your book not directly related to ecology. (For instance, you might just want to do some looking into the nature and importance of the bark and twig ends on a tree.) Do not neglect the on-line essays which are provided for you in this Unit. What you should *not* do is Google the Kaibab, or look it up on a source like Wikipedia. This is not about what you can *discover* about the Kaibab forest.
Your grade will depend upon how completely you convince me you understand the concepts involved in this description. This is your test on ecology--your goal is to convince me that you understand the concepts and terminology of the subject, and can apply them to a real life situation.
Before we go on to the new information, there are a few things that came up as I was grading the Part 1 submissions which I think I should mention, just to keep you from straying in some incorrect directions.
First, remember that your concern is the fate of the Kaibab forest in the *immediate* sense--over tens of years, not thousands. There are no evolutionary issues here, at least in the short term (and that's your concern right now). So we won't be talking about adaptive radiation.
Also, keep your focus on the *Kaibab forest*, not on other ecosystems. Oh, and remember that the Kaibab is pretty isolated--emigration really isn't a reasonable alternative for the species living in this forest.
And finally, until we get to Part 3, the only human interaction we are considering is the initial decision to put bounties on those large predators, which led to their near-extinction in the area. You will be thinking a bit about human hunters trying to control the deer population toward the end, but the rest of the time you're just concerned with the natural processes going on in the ecosystem.
Okay, now on to the actual description of what happened in the Kaibab Forest as a result of killing almost all of the large predators. Remember, your task in Part 2 is going to be to describe and explain all of this using the concepts of ecology which you are learning in Unit 2 of the course.
*****
The primary, most immediate outcome of the removal of the predators from the ecosystem was that the deer population exploded, because the loss of the normal predator populations removed a primary source of population control. And the expanding deer population ate a *lot.* [Hint: explaining this requires discussion of population cycling, predator prey relationships and carrying capacities.]
As the deer population got larger and larger, their impact upon their favored food plants became extreme. They ate a much larger percentage of each year's plant populations, and they ate a larger portion of each individual plant. They also began to eat more from the plants which they didn't like so well--plants normally consumed by other herbivores in the ecosystem. In the winter, the starving deer ate about anything remotely resembling food, including twigs and bark from trees. As a result of the destruction of many of the twig ends of the trees, the spring tree growth was inhibited (why?). The stripping of the bark caused the death of some of the trees (why?). The extreme browsing on the herbaceous plants caused shifts in the plant population diversity, as the deer drove many of their favored plants into extinction within the ecosystem. [Hint: Explanation here will need to include discussion of resource partitioning, competitive exclusion, and realized vs. fundamental niches.]
All of this also impacted upon the rest of the animals in the ecosystem, since many of them depended upon the same kinds of food the deer ate, or depended upon the foods that the deer were eating because they could no longer get the food they favored. Then of course, the smaller predatory species (like foxes and owls) depended upon the health of those populations of small herbivores (like rabbits and mice). [Hint: sounds like food chains, food webs and trophic pyramids come into this part.]
After a couple of decades, the ecosystem was quite altered. The plant community was very different from what it had been before, and the deer herd, though not extinct, was composed of significantly smaller and weaker deer than the herd from the 1890s. (This was partially due to their straightened circumstances re. food, but also partially due to the absence of predators. Why would the removal of the natural predators cause this change in the general vigor of the deer in the herd (and why would the substitution of *human* hunting not exert the same positive influence)?)
Okay, the next phase of your assignment is to describe all the things going on in this ecosystem using the proper terminology that you should be learning from studying this unit of the course. Note that your use of terms like, for instance, "resource partitioning" needs to show that you understand not just what the concept means, but how it is reflected in this specific ecological disaster. Feel free to discuss this as much as you want to on your Discussion Board. Don't ignore the little questions tucked into the above description, and pay attention to those hints. Your response must demonstrate proper understanding of these concepts and how they are demonstrated by the disaster in the Kaibab forest.
This is the largest part of your exam project; your response should reflect the fact that this is a 50 point "essay" question. You are given a lot of organizational clues and hints about what issues you need to include in the information above. Make use of those things.

Question 55.55. The fact that marsupials are not as diverse inSouth America as they are in Australia would be classified as whattype of evidence for evolution? (Points : 1.25)

biogeographical

anatomical

biochemical

fossil record

molecular evidence

Question 56.56. What is the name of the hypothesis that statesthat the very first living thing came from nonliving chemicals?(Points : 1.25)

cell theory

chemical evolution

Darwinian evolution

speciation

organic chemistry

Question 57.57. What structures are necessary for thereplication process to occur in a cell? (Points : 1.25)

enzymatic proteins

carbohydrates

lipids

starches

viruses

Question 58.58. The flipper of a whale and the wing of a birdare homologous structures. (Points : 1.25)

TRUE

FALSE

Question 59.59. Both the RNA-first and the protein-firsthypotheses must propose a manner for DNA to become the geneticmaterial as it is today. (Points : 1.25)

TRUE

FALSE

Question 60.60. The early atmosphere of Earth consisted mainlyof (Points : 1.25)

hydrogen, oxygen, and carbon dioxide.

oxygen, water vapor, and carbon monoxide.

water vapor, nitrogen, and carbon dioxide.

hydrogen, carbon monoxide, and nitrogen.

water vapor, hydrogen, and carbon dioxide.

Question 61.61. Which of the following biogeochemical cycles isa sedimentary cycle? (Points : 1.25)

carbon

nitrogen

phosphorus

water

ice

Question 62.62. What two characteristics define a biome? (Points: 1.25)

temperature and the types of plants found there

amount of precipitation and the types of plantsfound there

temperature and rainfall

latitude and rainfall

altitude and temperature

Question 63.63. The atmosphere would be considered whatcomponent of a chemical cycle? (Points : 1.25)

reservoir

exchange pool

biotic community

source

none of these

Question 64.64. Are humans capable of upsetting globalbiogeochemical cycles with their activities? (Points : 1.25)

YES

Question 65.65. The richest marine ecosystems are those in theopen water where large fish abound. (Points : 1.25)

TRUE

FALSE

Question 66.66. What is involved in the process ofdenitrification? (Points : 1.25)

conversion of nitrogen gas to ammonium

conversion of nitrogen gas to nitrate

conversion of ammonium to nitrate

conversion of nitrite to nitrate

conversion of nitrate to nitrogen gas

Question 67.67. What is the loss of water from plants called?(Points : 1.25)

runoff

precipitation

evaporation

transpiration

transference

Question 68.68. Decomposers perform a valuable service becausethey recycle nutrients. (Points : 1.25)

TRUE

FALSE

Question 69.69. There is more nitrogen gas in the atmospherethan there is oxygen. (Points : 1.25)

TRUE

FALSE

Question 70.70. Which of the following defines an ecosystems?(Points : 1.25)

a group of organisms of the same speciesinteracting together

all of the living organisms in an area interactingtogether

all living organisms and the nonliving environmentinteracting together

aspects of the nonliving environment interactingtogether

all the places on Earth where living organisms canbe found

Question 71.71. In MDCs, many people do not eat enough protein.(Points : 1.25)

TRUE

FALSE

Question 72.72. The age structure diagram of MDCs is shaped like(Points : 1.25)

a pyramid.

an inverted pyramid.

a rectangle.

an oval.

a cube.

Question 73.73. The biggest problem in moving toward asustainable society with the LDCs is overconsumption. (Points :1.25)

TRUE

FALSE

Question 74.74. A sustainable society is one that provides allof the goods and services desired by humans. (Points : 1.25)

TRUE

FALSE

Question 75.75. In order to have a negative population growthrate, (Points : 1.25)

the birthrate must exceed the death rate.

the biotic potential of the population mustincrease.

the death rate must exceed the birth rate.

the carrying capacity for the population mustincrease.

only replacement reproduction can occur.

Question 76.76. Why should pregnant women and small children noteat certain fish? (Points : 1.25)

herbicide contamination

mercury contamination

pesticide contamination

lead contamination

PCB contamination

Question 77.77. What do hydropower and wind power have incommon? (Points : 1.25)

Both require the building of dams.

Both lead to an increase in greenhouse gasemissions.

Both are renewable energy sources.

Both result in the depletion of fossil fuels.

Both require the use of photovoltaic cells.

Question 78.78. Which organism would be most impacted bybiomagnification? (Points : 1.25)

eagles

rabbits

wheat plants

earthworms

corn

Question 79.79. Most of the freshwater in the world is used for(Points : 1.25)

drinking.

bathing.

irrigation.

watering lawns.

industrial needs.

Question 80.80. Which of the following is not associated withgroundwater depletion? (Points : 1.25)

subsidence

sinkholes

saltwater intrusion

lowering of the water table

sediment buildup

silverarmadillo533

1. What was Darwin's theory of pangenesis and how did it fit his model of blending inheritance? How did it allow for the influence of the environment on hereditary characters?

2. How was the idea of environmental influence criticized by Weismann? What his idea of "germ plasm"?

3. What were Mendel's laws on the segregation of traits and on recessive and dominant traits? How did he support these ideas with evidence?

4. What was Galton's argument regarding the inheritance of genius and how did he attempt to prove it?

1. What is the definition of eugenics? What is the difference between positive and negative eugenics?

2. What was "feeblemindedness"? Why did scientists want to eliminate these people from the population?

3. What was the argument presented for sterilization based on the Jukes family history?

4. How was feeblemindedness portrayed in the Norton pamphlet on âSelective Sterilization in Primer Formâ?

5. How does the Carrie Buck case illustrate the concerns of eugenecists? How does it illustrate social values of the time?

1. What was the Kallikak family study, and how did it differ from the Jukes family study? What were its conclusions?

2. What were five factors that contributed to a growing concern over immigration and its threat to "nativism." (Be sure you know what American nativism was.)

3. What was the Immigration Restriction Act? How did passage of the act further eugenic goals?

4. How were eugenic doctrines popularized? What are some examples of positive eugenics?

5. What is the concept of "mental age" on which the Binet test was based? What did early researchers think they were measuring with these tests?

1. What were the results of the I.Q. test administered to World War I draftees? How did some people criticize this test and its results?

2. How did increasing research on development and genetics call into question the simple unit-character assumptions of earlier eugenecists?

3. What concerns did German âracial hygienistsâ express about different birthrates among Germans, Slavic peoples, and southern Europeans?

4. How was the rise of National Socialism (Nazism) in Germany based on promoting the genetically âhealthyâ and preventing reproduction among the âunhealthyâ? Who was included in the unhealthy category?

5. What was the purpose of the German âhealth courtsâ? How did U.S. sterilization laws serve as models for German sterilization programs?

1. How were Margaret Sangerâs view on birth control similar to and different from eugenics?

2. What were the fears over the âpopulation explosionâ in the 1960s?

3.What similarities are there between the case of the Relf sisters and Madrigal vs. Quilligan?

4. How were sterilizations in the 1960s and 1970s similar to and different from the eugenic sterilizations of the 1920s and 1930s?

5. Why were so many women sterilized in Puerto Rico?

1. What are the basic particles of the atom? What is an isotope?

2. What were the contributions of Roentgen, Becquerel, and Marie Curie to the discovery of radioactivity?

3. How did Rutherford explain radioactive decay (Experiment 1)? How are atoms of one element transmuted into another element during radioactive decay?

4. What was Thompsonâs model of the atom? What was Rutherford's model and how did he prove he was right (Experiment 2)?

5. What is the basic idea behind a nuclear chain reaction (fission)? Be able to explain 92235U â 56142Ba + 3691Kr + 3 neutrons + energy.

6. What were the circumstances that led Einstein to write to Roosevelt? What did he tell him?

1. How did the timing of the various decisions about deciding to make a bomb, making the bomb, and deciding to drop it coincide with the course of World War II? 2. What effect did the death of Roosevelt have on the decision to drop the bomb?

3. How did the relationship between the United States and the Soviet Union affect the decision to drop the bomb?

4. In what ways did Bohr, Szilard, and Franck try to get the politicians to think about the consequences of dropping the bomb? What were their various recommendations about international control?

5. How was the Interim Committee involved in the decision to drop the bomb? Which scientists advised the committee and what did they recommend?

1. How did Oppenheimer's attitudes toward the atomic bomb change over his lifetime? After the war was over, what was he advocating in relation to the bomb?

2. What were the reasons for and against initiating the project to build the atomic bomb? Did these reasons change during the course of the war?

3. What were the reasons in 1945 for and against dropping the bomb in a surprise attack?

4. With the benefit of hindsight, of more knowledge about the actual state of Japan in 1945, and of further understanding about the effects of the bomb, do you still think that the reasons you suggested in answer to question 3 are valid? Do you think there was any way to have done things differently?

1. How did the United States people first learn of the bombing of Hiroshima? What were they told?

2. What alternative to using the bomb was always mentioned by those justifying the bombings of Hiroshima and Nagasaki?

3. What was the Potsdam ultimatum and how did the Japanese respond? Why did they reject it?

4. What possibilities for a negotiated peace settlement with Japan existed during the summer of 1945? Why were they unsuccessful?

5. When and how did the American public first begin to learn about the effects of the bombings on the people of Hiroshima and Nagasaki?

1. What were some of the reactions of scientists to the bombing of Hiroshima and Nagasaki?

2. What were the major concerns of scientists after the war regarding the development and control of nuclear weapons?

3. How did the events of the Cold War influence the development of the Hydrogen Bomb?

4. What was the recommendation of the General Advisory Committee concerning the H-bomb, and on what reasons was it based?

1. In the years after World War II, how did scientists justify further research and development of nuclear weapons? How did cultural images facilitate this process? 2. What prompted U.S. policymakers to launch the "peaceful atom" campaign?

3. How was civil defense used to encourage public acquiescence during the early years of the nuclear arms race?

4. Why were so many civil defense campaigns directed toward women and children?

5. Did CDA materials provide an accurate portrayal of nuclear war?

BIO220H1 Lecture 19: Lecture 19 Notes

BIO220H1 Full Course Notes

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