Essential Biology 5.2 WORD

Essential Biology 5.2 The Greenhouse Effect Due Date:

Student Name: Candidate Number: 002171-xxx

Blog resource: http://tinyurl.com/3a4g5ez

Cite all sources using the CSE method (or ISO 690 Numerical in Word). The first example has been done for you.

Complete the self-assessment rubric before submitting to Moodle. Avoid printing this if pos-sible.

1. Annotate the diagram to show the carbon cycle and processes involved.

A Respiration (1) B Photosynthesis C Fossil Fuel Emission

D Decomposition E Cell respiration/ excre-tion

2. Outline some of the methods used to measure or estimate atmospheric car-bon dioxide.

Recent history:

Geological history:

Stephen Taylor Bandung International School http://sciencevideos.wordpress.com

http://tinyurl.com/3a4g5ez

http://sciencevideos.wordpress.com/



3. The topic of increasing carbon dioxide levels in the atmosphere has been the source of intense debate with regard to climate change in recent years. This graph shows the famous ‘Keeling Curve’ from Mauna Loa laboratory in Hawaii. Find out more here:

http://earthguide.ucsd.edu/globalchange/keeling_curve/01.html

a. Describe the overall trend shown in the graph.

There is an increase in atmospheric CO2 increasing each year with a decrease in be-tween near the end of the year.

b. Explain the annual fluctuations in CO2 levels.

Peaks: Are during the winter because there is more hibernation in plants and therefore cell respiration is less so there is more CO2 in the atmosphere

Troughs: Are during the summer because there is an increase in respiration and photosynthesis therefore there is much more CO2 being sucked from the at-mosphere.

c. Suggest one human impact and one natural cause that could have led to the overall trend shown in the graph:

Anthropogenic: one human impact is pollution which has caused hotter summers and colder winters causing the CO2 to increase each year.

Natural:One natural cause is the seasons that cause the trend

4. Identify three greenhouse gases other than carbon dioxide.

Water vapour, Methane (CH4) and Nitrous oxide (NO2)



http://earthguide.ucsd.edu/globalchange/keeling_curve/01.html



5. Explain the greenhouse effect with the aid of a diagram. Include short-wave and long-wave radiation.

The greenhouse effect maintains the temperature of the earth keeping it from being -18 degrees. The sun sends out short, high-energy radiation waves which strike earth and send off lower-energy, longer waves from the surface which cases some heat to return to space and some to be reflected back by greenhouse gases and re-turning heat to earth

6. Explain how increased atmospheric levels of greenhouse gases lead to an enhanced greenhouse effect.

Increased levels of greenhouse gases (CO2, CH4, NO2, water vapor) cause more ra-diation to be reflected back to Earth instead of being lost to space causing the heat on the earth to increase instead of allowing some to escape.

7. Outline some of the possible consequences of a global temperature rise on arctic ecosystems.

Ice coverage: ice will melt causing habitat loss for those living in that environ-ment, pests will be more successful causing damage to the environment and migration of animals leads to lack of food for arctic predators.

Climate changes: the temperature will rise above 0, and there will be more rain instead of snow and ice falling

Niches: new species move to the now warmer climate and take advantage of the new niche opportunities.

Plant distributions:more coniferous forests move into the area as they can now survive causing more photosynthesis and a bigger sink of CO2

Animal populations: Some species will migrate to the arctic as the tempera-ture increases however some species will migrate away as their habitats have been destroyed





8. Outline the precautionary principle.

The precautionary principle states that if there is a chance that an action performed may do harm to people or environment it should be stopped until it is proven safe.

9. Describe how the precautionary principle can be applied to anthro-pogenic climate destabilisation.

It can be applied to anthropogenic climate destabilization by proving all evidence of actions outcomes before they are allowed to carry on with their actions proving that it will have no harm on the people or environment.

10. Give two other examples of the precautionary principle in effect in Biol-ogy or Medicine.

The same precautionary principle should be used when performing experiments on diseases and illness and also with new medications to make sure that there is no negative impacts on the people or environment.

11. Evaluate the precautionary principle as a justification for taking strong action in response to the threats posed by the enhanced greenhouse effect. What are some of the steps that we could take? This video might help: http://www.youtube.com/watch?v=mF_anaVcCXg

Take significant action Take no actionGlobal climate destabiliza-tion is…

True

Still have economic costs but the action was successful

Global disasters: environmental, political, social, public health and economic

False

Possibly harm the economy , no positive results

No harm and positive results



http://www.youtube.com/watch?v=mF_anaVcCXg



Conclusion: There is no way that we can know positively that global warming will benefit by taking action or not taking action, therefore we will always have negative impacts it just depends on the scale. Whether the global warming is true or not there are always going to be impacts but they may be worse if we do not take any action at all.





Works Cited1. Taylor, Stephen. 5.2 Greenhouse Effect (presentation). Science Video Re-sources. [Online] Septmber 2009. http://sciencevideos.wordpress.com/bis-ib-diploma-programme-biology/05-ecology-and-evolution/the-greenhouse-effect/.

2. Allott, Andrew. IB Study Guide: Biology for the IB Diploma. s.l. : Oxford Univer-sity Press, 2007. 978-0-19-915143-1.

Self Assessment:

Essential Biology Assessment

Criterion Complete (2) Partially complete (1) Self MrT

Presentation & Organisation NA

Complete and neat. All command terms highlighted, tables and diagrams well

presented.

Academic Honesty NA

Sources cited using the CSE (ISO 690 numerical) method, with Works Cited section complete and correct.

Objective 1 understanding

All answers for the following command terms correct:

Most answers for the following com-mand terms correct:

Define Draw Label List Measure State

Objective 2 understanding



Annotate Apply Calculate Describe Distinguish Estimate Identify Outline

Objective3understanding



Analyse Comment Compare Construct Deduce Derive Design Determine Discuss

Evaluate Explain Predict Show Solve Sketch Sug-gest

Logic, nota-tion, mathe-

matical work-ing

NA

Answers are presented in a logical and concise manner. SI units used most times, with correct unit symbols and definitions of terms. All mathematical

working shown.

Further re-search NA

Evidence is apparent of research and reading beyond the textbook and pre-sentations to find correct answers to challenging questions. If any ques-tions are unanswered, this crite-

rion scores zero.

Total (max 10):



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Essential Biology 5.2 WORD