This is the start of your Year 12 HSC Course -

if you only want to do Year 11 you will need to see me about a

research project based on fieldwork – please come to class next Tuesday

to discussThis work is integrated with the

work on BIOSPHERE from our Yr 11 section.

Year 12 Topic – syllabus overview

Ecosystems at Risk• Students learn about:

• ecosystems and their management • case studies of ecosystemsPlus TWO case studies of different ecosystems at risk

to illustrate their unique characteristics – our case studies will be inter-tidal wetlands and coral reefs focussing on Salt Pan Creek and the Great Barrier Reef.

You must study both the case studies and overview work on ecosystems.

Ecosystems at Risk:• The Biosphere is that part of the earth’s surface

where all life occurs. It extends from sea level to over 9,000 metres high and to a depth of nearly 10,000 metres.

• This is the zone that supports all life on earth.• Biomes are large complex regions of the

biosphere such as forests or grasslands that have similar climate or vegetation features eg. Tropical rainforests, deserts, savanna grasslands, coniferous forests, alpine. (see next slide for the variety of biomes on earth).

The earth’s biomes• The Earth has many different environments, varying in temperature, moisture, light, and many other

factors. Each of these habitats has distinct life forms living in it, forming complex communities of interdependent organisms. A complex community of plants and animals in a region and a climate is called a biome.

• Some of the biomes on Earth include: • Desert - very dry, either hot or cold • Tundra - cool, treeless, and dry • Chaparral or scrub - coastal area with hot, dry summers and mild, cool, rainy winters • Taiga or Coniferous Forest - cool and dry, with coniferous trees • Temperate Deciduous Forest - cool and rainy, with deciduous trees • Grassland - Windy, partly dry sea of grass with few trees, including tropical savanna, prairie, steppe,

pampas, etc. • Mountain biomes: there are a lot of different mountainous biomes, from grasslands at low altitudes, taiga

(coniferous forests) below the treeline, and alpine (the same as tundra) • Temperate Rain Forest - cool and wet • Tropical Rain Forest - warm and very wet • Land Caves - cool and dark • Wetlands - there are many types of wetlands, including swamps, marshes, moors, bogs, fens, sloughs, etc. • Freshwater Marsh - a wetland located near creeks, streams, rivers and lakes • Temperate ponds

What are ecosystems?• Ecosystem - an area that contains organisms

(e.g., plants, animals, bacteria) interacting with one another and their non-living environment. Ecosystems can be of any size (e.g., forest, pond).

• Ecosystems may be classified according to their CLIMATE (eg. Alpine or desert), VEGETATION (eg. Tropical rainforest or savanna grassland), PHYSICAL FEATURES (eg. Coral reefs), TERRESTRIAL (eg. Land based such as grasslands or deserts) or AQUATIC (eg. Freshwater or saltwater such as coral reefs or wetlands).

Variations in complexity and scale

• Ecosystems vary in complexity and scale from the Great Barrier Reef in north Queensland which extends for over 2,000 km, has over 2,000 fish species and 500 coral species to that of a pond or sand dune system on a beach.

BIOPHYSICAL INTERACTIONS• The interactions of the biosphere, lithosphere,

hydrosphere and atmosphere together• The interaction of food chains – feeding

relationships and population changes• The interaction of biogeochemical cycles such as

Carbon-Oxygen cycle, Nitrogen cycles,• The interaction of fires, storms, floods INTERACTIONS MEANS :SOMETHING HAPPENS -> LEADS TO AN

ACTION/EFFECT/IMPACT

More termsBIODIVERSITY – the variety of species or life forms and includes:• GENETIC DIVERSITY – variations in the genetics of individuals within a species• SPECIES DIVERSITY – the variety of species within different habitats• ECOLOGICAL DIVERSITY – the variety of biological communities that interact within

their non-living environment

OTHER TERMS TO KNOW:• FOOD CHAIN – set of organisms, each eating or feeding on the preceding one eg.

Grass -> grasshopper -> bird• FOOD WEB – the network of interconnected food chains• HERBIVORE – organisms that consume plants as their only food source• CARNIVORE – organisms that consume meat as their only source of food• OMNIVORE – organisms that consume both plants and meat as food• BIOMASS – The total mass of living matter within a given unit of environmental

area.• SUCCESSION is the change in the structure and species combination of a plant

community thus leading to a more complex community over time.

The most productive areas in the world given their natural production of

living matter are……….swamps and marshes: 2500 g/m²/yr of biomass tropical rain forests: 2000 g/m²/yr of biomass algal beds and reefs: 2000 g/m²/yr of biomass river estuaries: 1800 g/m²/yr of biomass temperate forests: 1200 g/m²/yr of biomass cultivated lands: 600 g/m²/yr of biomass deserts and tundras: less than 200 g/m²/yr of biomass

This is based on Net primary production which is the rate at which biomass is generated in a given area, mainly due to photosynthesis.

“Map below)

Board of Studies SyllabusOutcomesThe student:H1 explains the changing nature, spatial patterns and interaction of ecosystems, urban places and economic activityH2 explains the factors which place ecosystems at risk and the reasons for their protection H5 evaluates environmental management strategies in terms of ecological sustainabilityH6 evaluates the impacts of, and responses of people to, environmental change H7 justifies geographical methods applicable and useful in the workplace and relevant to a changing worldH8 plans geographical inquiries to analyse and synthesise information from a variety of sourcesH9 evaluates geographical information and sources for usefulness, validity and reliabilityH10 applies maps, graphs and statistics, photographs and fieldwork to analyse and integrate data in geographical contextsH11 applies mathematical ideas and techniques to analyse geographical data H12 explains geographical patterns, processes and future trends through appropriate case studies and illustrative examplesH13 communicates complex geographical information, ideas and issues effectively, using appropriate written and/or oral, cartographic and graphic forms.

ecosystems and their management • biophysical interactions which lead to diverse ecosystems and their

functioning • vulnerability and resilience of ecosystems– impacts due to natural stress – impacts due to human induced modifications to energy flows, nutrient

cycling, and relationships between biophysical components• the importance of ecosystem management and protection – maintenance of genetic diversity– utility values– intrinsic values– heritage values– need to allow natural change to proceed• evaluation of traditional and contemporary management strategies.

case studies of ecosystemsTWO case studies of different ecosystems at risk

* spatial patterns and dimensions: location, altitude, latitude, size, shape and continuity* biophysical interactions including: – the dynamics of weather and climate – geomorphic and hydrologic processes such as earth movements,

weathering, erosion, transport and deposition, soil formation – biogeographical processes: invasion, succession, modification, resilience – adjustments in response to natural stress* the nature and rate of change which affects ecosystem functioning* human impacts (both positive and negative)* traditional and contemporary management practices.The selected ecosystems at risk could include areas such as coastal dunes,freshwater wetlands, inter-tidal wetlands, coral reefs, arid areas, alpine areas, rainforests,

temperate forests.

You need to know what these mean!

• spatial patterns and dimensions• biophysical interactions • the nature and rate of change• human impacts• traditional and contemporary management

spatial patterns and dimensions

• Where is it?• Size?• Extent?

This is how you should write an opening paragraph or similar.... Underline key facts,

figures, location, dimensions.SPATIAL PATTERN & DIMENSIONS“Coral Reef ecosystems are located in tropical seas from Latitudes 30°N to 30°S of the equator where waters are clear, high in oxygen and free of sediment from depths of 2 to 30m. These areas include the Caribbean, the south Pacific and the Great Barrier Reef. The Great Barrier Reef is the largest known coral reef system in the world. It is located from 8°S to 24°S extending some 2,300 km and consisting of 2,900 individual reefs and 600 islands an area of approximately 348,700 km² and extends from Cape York to near Bundaberg…… or similar information….

This is what your sketch map should look

like....you can add more detail or use coloured

pencils, print, do not use

textas/highlighter pens, use PENCIL.

biophysical interactions lead to diverse ecosystems....

• Consider any interactions between the living and non-living components of the environment between and within one another

• CAUSE -> EFFECT• How one thing leads to another.....to create this ecosystem• Eg. Food Chains, Food Webs, how the conditions of the natural

environment work together to allow coral reefs to survive, how the zooxanthellae work symbiotically to allow the coral to survive; how coral bleaching occurs; how silt affects the coral reef ; how coral atols form and get colonised by plants (succession); changes in sea level over time have lead to the reef developing where it is......

• DEFINE ECOSYSTEMS at the start of the paragraph

Another approach is...

• To use BIOSHPERE, LITHOSPHERE, ATMOSPHERE, HYDROSPHERE interactions

• How one leads to another......• Can be difficult to write.....

the nature and rate of change• What types of change are occuring – natural or

human induced?• Human induced is causing more rapid change!

Learn some key facts/rates of change statements.

• How vulnerable or resilient is the coral reef?• Define VULNERABILITY• Define RESILIENCE – remember...the more

diverse, the greater the extent and the more food web linkages the more resilient!

Nature and Rate of Change on GBR

• Daily• Seasonal• Over Geological Time – modern GBR is 8,000 years

old over which sea levels have changed• Crown of Thorns Starfish• Tropical Cyclones• Sediment and Nutrient runoff – floods• Overfishing• Coral Bleaching

Natural Change

• Cyclones• Sea levels over geological time - coral reefs

have been around for over 500 million years, the GBR is only 500,000 years, and this most modern form is only 8,000 years old, having developed after the last ice age.

• Organisms – molluscs, anemones, boring organisms, coral eating fish (parrotfish),

• Crown of Thorns

Human Induced Change – you need rates of change, numbers, places,....

• Siltation• Global Warming bleaching episodes dates! acidification and weakening of coral structures sea level changes• Anchor damage• Dynamite fishing (in South East Asian coral reefs)• Overfishing• Pollution

Human change• Oil spills• Tourism• Overfishing• Land Clearing in the catchment – carries silt and

sediment into the reef• Sewage• Tourism• Climate Change• Dredging and sand mining

Human Impacts

• This is the easiest concept – human impacts both POSITIVE and NEGATIVE

• Positive includes – making marine parks, educating people, setting bag limits on fishing catches, creating sediment traps in catchment areas emptying onto the reef, policing to ensure marine park remains viable.......

• Negative – the easiest to write......siltation of the reef, cyanide and dynamite fishing in coral reefs in developing nations.....

traditional and contemporary management

• Traditional – traditional societies/native people eg. Aboriginal and Torres Strait Islanders still can hunt some endangered animals as part of local customs but taboos and tribal beliefs limit killing of certain animals ...stewardship...respect for environment....part of belief system.....

• Contemporary – modern, current practices.eg. Zoning activities such as Great Barrier Reef

Marine Park.

Example of Contemporary Practice operating in GBR – Quicksilver Tours to the reef

Environmental Management ChargeA Government Environmental Management Charge of $5 is levied for all adults and children 4 years and over entering the Great Barrier Reef World Heritage area. This charge is payable direct to Quciksilver Tours on the day of travel.

Low Isles is a vegetated coral cay (an example of succession) with a light house & ranger’s station.

More management techniques…..• Quicksilver Tours has the largest team of marine biologists outside of a

government agency! In fact, Reef Biosearch has the longest logbook database of marine observations on the Great Barrier Reef, ongoing for over two decades. All of our tours are accredited with Advanced Ecotourism Certification and each day, our team of marine biologists are also on hand to ensure our guests gain an appreciation of our World Heritage environment.

• Tours visit the reef and coral cays permanent pontoons and moorings are placed at selected locations rather than put down anchors as anchors damage the reef….

• Other techniques involve reporting incidents by operators in the Marine Park. It could be someone littering, taking more than the group size to a Location, moving too close to a whale, not using a booking system, operating an illegal mooring, any damage to a mooring, operating without a permit or fishing in a green zone.

• Reporting unusual animals or events such as sunfish, whale sharks, Maori wrasse, waterspouts, bleaching or blooms, even reporting marked or tagged animals, stranded marine mammals, or animals that are threatened or trapped.

Guided tours by qualified

tour operators

Lifeguards and staff inform and educate visitors – monitor visitors and other

boating behaviour or breeches of

environmental and safety procedures and

report back to GBRMPA

- visitors given leaflets and told not to touch or damage reef and monitored during

snorkelling or walking tours

Example : How Tourism on the GBR is managed in GBR

• Quicksilver Tours- Education provided by signs, brochures, Marine Biologist on

tours to inform people on walks around islands or on board boat trip eg. No walking on coral, identify marine animals, safety

- No anchoring – tie up to mooring- No wave activity close to shore – passive water sports eg.

Snorkelling- Rangers, Lifeguards watch tourists.- Tour companies limited to certain locations – damage

monitored by Marine Biologist who reports back to GBRMPA; damage to reef by operators will result in loss of access and licence....