Seminar 6 Seminar 6

Eugene de Silva Ph.D. FRSAEugene de Silva Ph.D. FRSA

IntroductionIntroduction

• WelcomeWelcome

• SC300 Course – Unit 6 – week 6SC300 Course – Unit 6 – week 6

• Discussion pointsDiscussion points

• Seminar Activity Seminar Activity

• ProjectProject

Unit 6 - DiscussionUnit 6 - Discussion

• In a short paragraph (5-7 sentences) describe the species that you chose to learn more about and describe the basic reasons for its endangerment.

• What characteristics make some species more vulnerable to extinction, while others seem to thrive despite changes in their surroundings?

• How do the extinctions of other creatures affect humans directly and indirectly?

• Why are decisions about recovery and preservation of these creatures so complicated?

• What, if any, ethical responsibilities do we have to other creatures on the planet?

• What sorts of trade-offs would you be willing to make in order to help protect an endangered species? Would you make the same trade-offs for all types of species including plants, insects, amphibians, etc., in addition to those we tend to be more fond of, like whales, tigers, and koala bears?

• Later in the week, compare your chosen organism to some described by your classmates. Do they share any common features? For example: Are they endangered for the same reasons? Do they share similar habitats or behaviors?

DiscussionDiscussion

• Q and AQ and A

Project Project

• Q and AQ and A

Seminar DiscussionSeminar Discussion

• How are these cycles essential for life and what roles do these forms of matter serve for different types of organisms?

• Where can these forms of matter be found within the living and nonliving parts of ecosystems?

• What processes allow these forms of matter to cycle from one location to another, or between the living and non-living parts of the environment?

• How could human behaviors and rising human populations impact these cycles?

• Using the carbon and nitrogen cycles, hypothesize the likely sources of increased levels of carbon dioxide, methane, and nitrous oxides within the atmosphere. Pose some potential solutions to reducing these greenhouse gas emissions, and discuss the challenges associated with implementing these solutions.

Energy FlowEnergy Flow

• Food ChainFood Chain

• Food WebFood Web

• UniverseUniverse

• 10% Law10% Law

Water Cycle (http://ga.water.usgs.gov/edu/watercycle.html)

Carbon Cycle Carbon Cycle (http://eo.ucar.edu/kids/green/cycles6.htm)(http://eo.ucar.edu/kids/green/cycles6.htm)

Nitrogen Cycle Nitrogen Cycle (http://www.elmhurst.edu/~chm/onlcourse/chm110/outlines/nitrogencycle.html)(http://www.elmhurst.edu/~chm/onlcourse/chm110/outlines/nitrogencycle.html)

Seminar QuestionsSeminar Questions

• How are these cycles essential for life and what roles do these forms of matter serve for different types of organisms?

Where can these forms of matter be found within the living and nonliving parts of ecosystems?

What processes allow these forms of matter to cycle from one location to another, or between the living and non-living parts of the environment?

How could human behaviors and rising human populations impact these cycles?

Using the carbon and nitrogen cycles, hypothesize the likely sources of increased levels of carbon dioxide, methane, and nitrous oxides within the atmosphere. Pose some potential solutions to reducing these greenhouse gas emissions, and discuss the challenges associated with implementing these solutions.