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*Do not forget to turn in your research notes/rubric (blue packet) in class on Thursday, March 5th.
**You do NOT need to comment on this post unless you want to. This is NOT part of the blog assignment.**
For all of you who remember my story about my parents’ house that “creeps”:
My mom recently sent some pictures of their house on the hill, the driveway that is creeping down the hill faster than the main foundation, the “roots” (piers) being poured, and even more piers being added inside and outside the house many years later.
These first pictures simply show you that the hill slopes to the right, and the driveway is on the lower (right) side of the house.
If you look more closely at where the driveway meets the house, you can see that the driveway’s slab of concrete has “crept” down the hill. The crack between the driveway and the house foundation is 1-2 inches now.
The following pictures were taken when my parents had to have more “roots” (piers) added to the foundation of the house so that it would not creep down the hill–the house was beginning to show some cracks in walls and ceilings, indicating some tension from the lower part of the foundation pulling on the house. Holes were dug inside the house and then piers were added and attached to the current foundation.
Lastly, I’ve added some pictures of the retaining wall on the left (upward) side of the house. A retaining wall was built to hold back soil and rock from moving down the hill and into the house.
This first picture shows the wall being built–more than 10 years ago.
The pictures below show what that same wall looks like now. Notice how, as gravity has pulled down on the soil, the force has caused the wooden retaining wall to bow outward and push against its railings.
Next time you see a slope or hill, see if you can identify some evidence of mass movement!
Be the Creature Website Turn-In »« Blog Directions & Expectations
Your ECOLOGY blog response/reply is due by Thursday, March 12!
YOUR BLOG MUST NOW HAVE FIVE SENTENCES!
If you click on “Ecology” in the “Categories” box on the upper right side of the screen, you’ll see the three posts you may choose from to answer.
Blog Grades: (50 points total)
6 points for each complete sentence (5 sentences = 30 points)
15 points for original thought – comment must thoughtfully answer the questions or assignment in the post
5 points for spelling, grammar, and punctuation
The House that Creeps »« ECOLOGY: Adaptations…Going to Extremes
We hear a lot of debate about whether life could survive on the moon or Mars, but what about extreme environments on Earth?
The animals listed below are all adapted to the environment of Central Texas; but what if they lived in one of Earth’s extreme environments instead? How would the species be different?
deer, catfish, turtle, gecko, squirrel, hawk, corn snake
Click the links below to learn about these extreme environments on Earth:
Deep Sea Vents, Alpine Tundra , Geothermal Vents (Geysers), Hypersaline (Salt) Lakes
Pretend that one of the common animals above lives in one of these extreme environments instead of in Central Texas. Design an adaptation (real or inmaginary) that would help your chosen animal survive in its extreme environment. How will the adaptation help the animal with the specific challenges of that environment?
An invasive species is a non-native species that is introduced to an ecosystem by humans, either accidentally or purposefully.
Around 1900, people wanted to introduce a Japanese vine called kudzu into the United States.
A few facts about kudzu:
The U.S. Congress is debating whether the benefits of kudzu would outweigh the costs. You are an east Texas farmer who Congress has asked to testify for or against introducing kudzu to the U.S.
As a farmer, do you feel that kudzu should or should not be introduced? To support your argument, how would you predict kudzu might affect:
Be specific and detailed with your argument. Congress doesn’t have time for vague nonsense!
If you’re interested…An example of an invasive species that was introduced accidentally to the United States is the zebra mussel. It arrived in the Great Lakes in 1988 attached to European ships. Within 10 years the mussels have spread to all five Great Lakes and into several major U.S. rivers. Because of their ability to reproduce rapidly and travel easily, zebra mussels have had a great impact on aquatic ecosystems and even our economy. Read this article for more details.
ECOLOGY: Adaptations…Going to Extremes »« ECOLOGY: Debate in the Animal Kingdom
The leaders of the Animal Kingdom are having their annual meeting. On their agenda is a vote to determine whether three groups should be allowed to join the Animal Kingdom as living things. Before the vote, a debate must be held to provide evidence for and against the addition of these groups to the Kingdom.
The groups wishing to be recognized as living things, and therefore approved as members of the Animal Kingdom are: the vampires, zombies, and aliens.
Your job is to argue for or against any or all of the above groups. You must present evidence based on the 6 characteristics of living things to support your argument.
One, two, all, or none of these groups could be accepted, so make sure that you are very specific about to which group(s) your argument is referring.
Let the debate begin!
ECOLOGY: Species Invasion »« EARTH SYSTEMS: Could It Really Ever Be “Life As We Knew It”?
Read the excerpt from “Life As We Knew It” by Susan Pfeffer: Chapter 2: Life As We Knew It. (You may print the pages if you need to.)
-In what ways did the change in the moon’s gravity cause disequilibrium on Earth?
-If the moon could somehow move closer to Earth, do you think the author’s predictions about the effects are accurate? Explain why you agree or disagree with her predictions. (Note: The pull of the moon’s gravity DOES cause the ocean to have tides.)
-Miranda and the other characters show a wide range of emotions about the events they are witnessing just in one single chapter. How do you think you would feel if you were living through an experience like this? How do you think you and your family would react?
ECOLOGY: Debate in the Animal Kingdom »« EARTH SYSTEMS: Shrinking Your Carbon Footprint
A carbon footprint is a measure of the amount of carbon dioxide (CO2) and other greenhouse gases emitted by a person’s activities. The name comes from the idea that your own activities leave a “footprint” on the earth. Scientific research suggests that build up of these greenhouse gases in our atmosphere contributes to global warming.
Part 1: Calculate your carbon footprint. Go to http://www.climatecrisis.net/takeaction/carboncalculator/. With your parents’ help, fill in the information to calculate your personal carbon footprint.
-What is your total score? How does your personal impact compare to our national average?
EARTH SYSTEMS: Could It Really Ever Be “Life As We Knew It”? »« EARTH SYSTEMS: Your Favorite Place…Will It Still Be There Tomorrow?
Think of one of your favorite outdoor places. It could be in your backyard, in your neighborhood, someplace you’ve been camping, the lake, the Grand Canyon, etc.
Imagine your favorite outdoor place and answer these questions:
-Briefly describe what your favorite place looks like today (focus on the natural parts of it).
-Think about the many different causes of weathering & erosion. Which ones are mostly likely affecting your favorite place? What leads you to believe this?
-Predict what your favorite place would look like if you could come back and visit it in 1,000 years, How do you think it will have changed?
EARTH SYSTEMS: Shrinking Your Carbon Footprint »« They grow up so fast…
Here’s the most recent picture of the baby lovebirds we had in class a few weeks ago! Thanks E.C.!
EARTH SYSTEMS: Your Favorite Place…Will It Still Be There Tomorrow? »« Sample Post: What makes a good experiment?
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