The document is a 45 mark summative assessment on the global water cycle for a Grade 11 IB ESS class. It contains multiple choice and short answer questions testing understanding of key concepts about the water cycle including storage percentages, flow rates, inputs and outputs, and feedback mechanisms. It also addresses questions about energy in the water cycle, impacts of climate change, and water usage over time.
This document contains a summary of a student's exam on environmental systems and societies from February 2013. It includes 4 questions on topics like biomass, net primary productivity, ecosystem structure and function, and human impacts. Question 1 defines biomass and describes methods to estimate total biomass. Question 2 asks about factors influencing biomass and NPP in different biomes. Question 3 defines ecological terms like ecosystem and discusses matter flows. Question 4 examines trophic efficiency and impacts of CFCs, acid deposition, and global warming on NPP.
This document contains the answer sheet for the Grade 11 Summative Exam from September 2012 in Earth Systems Science (ESS). It provides the answers to multiple choice and written response questions on topics including: the water cycle, greenhouse gases, feedback mechanisms in ecosystems, energy transformations, and impacts of climate change on mountain ecosystems. The answer sheet includes explanations and workings for full marks on the questions.
This document appears to be an exam for a grade 11 humanities class on ecosystems and environmental science. It contains 4 sections with multiple choice and short answer questions. Section 1 asks students to name and describe an ecosystem, identify abiotic factors, and evaluate methods to measure biotic factors. It also asks students to calculate Simpson's diversity index for two forest areas and explain the difference. Section 2 distinguishes between predators and parasites and asks students to identify a food chain diagram and explain why there are often more organisms at the third trophic level. Section 3 provides a food web diagram of the North Sea ecosystem and asks students to identify trophic levels and explain limits to the number of trophic levels. Section 4 examines a food chain exposed
This document provides instructions and questions for an end of semester test in Environmental Systems and Societies. It includes:
- Instructions directing candidates to answer all questions in Section A in the provided spaces.
- Section A contains 6 multi-part questions related to population dynamics, food webs, feedback mechanisms, and thermodynamics. Candidates are asked to interpret graphs, identify time lags, predict impacts, and explain concepts.
- The test has a maximum mark of 80 and is 1 hour and 30 minutes in duration. It is for grade 11 students and covers the SL (Standard Level) curriculum.
This document contains an answer scheme for an end of semester test in Grade 11. It provides the questions asked in the test and the marking scheme for student responses. The test covered topics related to population ecology, including predator-prey interactions, food webs, methods for estimating population sizes, biodiversity indices, and energy flow through ecosystems. The summary provides the essential information while being concise.
This document appears to be an exam for a grade 11 environmental systems and societies class. It contains multiple choice and short answer questions about various topics related to ecosystems, including:
- Processes that reduce sunlight reaching Earth's surface
- Calculating the proportion of global net primary productivity used for human food consumption
- Reasons for food shortages in some societies
- Comparing biomass, net primary productivity, and soil fertility across forest ecosystems
- Defining ecosystem terms and providing examples
- Calculating net primary productivity per kg of biomass for different ecosystems
- Comparing annual production and respiration data across ecosystems
The exam contains questions assessing understanding of key environmental concepts as well as data analysis and interpretation skills
This document contains an answer scheme and summary for an IB ESS grade 11 summative assessment from September 2012. It provides the marking criteria for questions about estimating population size, food chains, and biomagnification up the trophic levels. The key points assessed include appropriate sampling methods, representing trophic interactions in diagrams, explaining energy losses between levels, and defining producers and top carnivores.
This document contains a worksheet with questions about energy flow through food chains and farming systems. Figure 1 shows a food chain with primary producers, cattle, and humans. Students are asked to (1) calculate the percentage of energy lost from primary producers to humans, and (2) explain why crop farming is more energy efficient than sea harvesting. They are also asked to (3) suggest two ways energy can be lost from the system. Additionally, students are asked to (1) list three reasons why livestock are part of most farming systems, and (2) annotate a systems diagram of a farm to identify two inputs and outputs and their potential environmental impacts.
This document contains a summary of a student's exam on environmental systems and societies from February 2013. It includes 4 questions on topics like biomass, net primary productivity, ecosystem structure and function, and human impacts. Question 1 defines biomass and describes methods to estimate total biomass. Question 2 asks about factors influencing biomass and NPP in different biomes. Question 3 defines ecological terms like ecosystem and discusses matter flows. Question 4 examines trophic efficiency and impacts of CFCs, acid deposition, and global warming on NPP.
This document contains the answer sheet for the Grade 11 Summative Exam from September 2012 in Earth Systems Science (ESS). It provides the answers to multiple choice and written response questions on topics including: the water cycle, greenhouse gases, feedback mechanisms in ecosystems, energy transformations, and impacts of climate change on mountain ecosystems. The answer sheet includes explanations and workings for full marks on the questions.
This document appears to be an exam for a grade 11 humanities class on ecosystems and environmental science. It contains 4 sections with multiple choice and short answer questions. Section 1 asks students to name and describe an ecosystem, identify abiotic factors, and evaluate methods to measure biotic factors. It also asks students to calculate Simpson's diversity index for two forest areas and explain the difference. Section 2 distinguishes between predators and parasites and asks students to identify a food chain diagram and explain why there are often more organisms at the third trophic level. Section 3 provides a food web diagram of the North Sea ecosystem and asks students to identify trophic levels and explain limits to the number of trophic levels. Section 4 examines a food chain exposed
This document provides instructions and questions for an end of semester test in Environmental Systems and Societies. It includes:
- Instructions directing candidates to answer all questions in Section A in the provided spaces.
- Section A contains 6 multi-part questions related to population dynamics, food webs, feedback mechanisms, and thermodynamics. Candidates are asked to interpret graphs, identify time lags, predict impacts, and explain concepts.
- The test has a maximum mark of 80 and is 1 hour and 30 minutes in duration. It is for grade 11 students and covers the SL (Standard Level) curriculum.
This document contains an answer scheme for an end of semester test in Grade 11. It provides the questions asked in the test and the marking scheme for student responses. The test covered topics related to population ecology, including predator-prey interactions, food webs, methods for estimating population sizes, biodiversity indices, and energy flow through ecosystems. The summary provides the essential information while being concise.
This document appears to be an exam for a grade 11 environmental systems and societies class. It contains multiple choice and short answer questions about various topics related to ecosystems, including:
- Processes that reduce sunlight reaching Earth's surface
- Calculating the proportion of global net primary productivity used for human food consumption
- Reasons for food shortages in some societies
- Comparing biomass, net primary productivity, and soil fertility across forest ecosystems
- Defining ecosystem terms and providing examples
- Calculating net primary productivity per kg of biomass for different ecosystems
- Comparing annual production and respiration data across ecosystems
The exam contains questions assessing understanding of key environmental concepts as well as data analysis and interpretation skills
This document contains an answer scheme and summary for an IB ESS grade 11 summative assessment from September 2012. It provides the marking criteria for questions about estimating population size, food chains, and biomagnification up the trophic levels. The key points assessed include appropriate sampling methods, representing trophic interactions in diagrams, explaining energy losses between levels, and defining producers and top carnivores.
This document contains a worksheet with questions about energy flow through food chains and farming systems. Figure 1 shows a food chain with primary producers, cattle, and humans. Students are asked to (1) calculate the percentage of energy lost from primary producers to humans, and (2) explain why crop farming is more energy efficient than sea harvesting. They are also asked to (3) suggest two ways energy can be lost from the system. Additionally, students are asked to (1) list three reasons why livestock are part of most farming systems, and (2) annotate a systems diagram of a farm to identify two inputs and outputs and their potential environmental impacts.
The document presents a model of the climatic system that shows the interactions between the atmosphere, ocean, ice, land, and human activity. It also distinguishes between the external inputs and outputs to the Earth-atmosphere system and the internal interactions within the system. The model is used to represent the complex relationships and feedbacks between different components that influence the climate.
This document contains sample essay questions and responses about ecosystems and human impacts on the environment.
The first question asks to describe methods to record changes in an ecosystem like the Alpine Pine Forest from human activities, such as using sampling methods to measure species abundance and diversity over time.
The second question explains how human activity has increased nitrogen in ecosystems through fertilizer use and fossil fuel combustion, and the impacts like acid rain, soil acidification, and eutrophication.
The third question evaluates the role of Environmental Impact Assessments in different societies, noting they can empower communities but be biased if developers fund them, and may not be affordable or prioritized in all contexts.
The document discusses key concepts related to sustainability including:
- Sustainable development meets present needs without compromising future generations' ability to meet their own needs.
- Environmental indicators and ecological footprints can assess sustainability.
- The Millennium Ecosystem Assessment reported that humans have changed ecosystems more rapidly in the past 50 years than ever before, with mixed impacts on human well-being.
- Environmental impact assessments play an important role in sustainable development by evaluating potential impacts of projects.
This document contains a practice paper for the IB ESS exam with 32 multiple choice questions covering various topics related to ecosystems and sustainability. The questions test understanding of concepts like systems thinking, matter and energy flows, feedback mechanisms, and human impacts.
The document is a study guide for the IB Environmental Systems and Societies course. It covers key concepts relating to energy and equilibria, including the first and second laws of thermodynamics. These laws govern energy flow and transformation in systems. Systems can exist in alternative stable states, maintained by negative feedback loops, or tipping points driven by positive feedback. The document provides examples and assessment questions to illustrate these concepts for ecosystems. It discusses how resilience, diversity, and size of storages can influence a system's response to changes and stresses.
This document contains 10 essay questions related to environmental systems and societies. The first question asks the student to describe a method for measuring changes in abiotic components in a named ecosystem affected by human activity. The second question asks the student to describe ecocentric and technocentric responses to global warming and justify which may be more effective. The third question asks the student to outline the environmental impact of two named food production systems.
This document provides a comprehensive list of case studies and examples for the International Baccalaureate Environmental Systems and Societies (IB ESS) exam, organized by topic. It includes specific examples of systems, ecosystems, populations, resources, pollution events, climate change impacts, and contrasting environmental value systems that students should know for the exam. While not a complete list, it covers many key topics and concepts that may be assessed.
Communities and ecosystems are defined. A community is a group of populations living and interacting in a common habitat, while an ecosystem includes both the community and its physical environment. Photosynthesis and respiration play key roles in energy flow, with photosynthesis converting light energy to chemical energy in producers and respiration releasing energy through the breakdown of organic matter. These processes can be represented by word equations and involve inputs, outputs and transformations of energy and matter.
1) A system is defined as a collection of elements that interact and exchange energy and matter. Systems can be open, closed, or isolated depending on whether they exchange energy, matter, or both.
2) The first law of thermodynamics states that energy cannot be created or destroyed, only transformed from one form to another. All systems transform energy to do work and function.
3) The second law of thermodynamics describes how entropy increases as energy is dissipated and becomes unavailable to do work. Living systems must continuously acquire and transform energy to maintain order and fight entropy.
Topic 1.1- Environmental value systems Four Corners.pdfNigel Gardner
Environmental Value systems (EVS) : Have been affected by events through history as the environmental movement has developed
Environmental Value systems (EVS) : Exist as a spectrum of ideas and values that depend on many factors and influences.
For IB Diploma Environmental Systems and Societies
Communities can be described and compared through diversity indices which take into account the number of species and their distribution. Low diversity indices could indicate pollution, eutrophication, or recent colonization. Quantifying biodiversity is important for conservation efforts to identify and protect high biodiversity areas. Assessing changes in biodiversity over time helps evaluate human impacts on communities.
This document provides summaries of key topics related to systems and models, ecosystems, and human population dynamics.
1) It defines systems, models, laws of thermodynamics, and equilibrium concepts. It also discusses feedback, transfers and transformations of matter and energy.
2) It defines ecosystem components and processes like biotic and abiotic factors, trophic levels, and ecological pyramids. It also summarizes different biomes and their characteristics.
3) It discusses human population dynamics concepts like exponential and logistic growth models, r/K selection strategies, and factors affecting population size. It also summarizes Malthusian and Boserup theories on population growth and food supply.
This document discusses access to freshwater around the world. Only a small percentage of Earth's total water is freshwater, and its distribution is inequitable with many less economically developed countries lacking access. The turnover time, or time it takes for water to cycle from one part of the hydrologic cycle to another, varies significantly from 10,000 years for ice caps to just 12 days for rivers and the atmosphere. Increasing water usage in many areas is threatening sustainability as populations rise without adequate conservation efforts. The case study of Mexico City illustrates some of these challenges as groundwater is overexploited and wastewater is increasingly reused to try and meet the needs of the large population.
This extended essay examines the environmental impact on the River Ganga during the 2013 Maha Kumbh festival in Allahabad, India. Millions of pilgrims took holy dips in the river, which led to high levels of pollution. The author conducted an experiment measuring the pH levels of water from three areas - the most used bathing area, downstream from sewage pipelines, and a less accessed area. The results showed the most used bathing area had the highest pollution levels and lowest pH. Despite government efforts, proper waste management and sanitation could not handle the massive crowds. The large influx of people and waste overwhelmed existing infrastructure and increased pollution in the Ganga.
This document summarizes key concepts from topics about systems and models, ecosystems, and human population and resource use covered in the IB ESS exam. It defines important terms like open and closed systems, feedback, and transfers and transformations of matter and energy. It also describes different biomes and their characteristics, ecosystem structure including food chains and trophic levels, and population interactions such as competition, predation, and succession. Finally, it discusses human population dynamics and factors that can limit exponential growth.
The document provides an overview of environmental value systems (EVS) and concepts in environmental systems and societies. It discusses how historical events have influenced the development of EVSs and environmental movements. There is a wide spectrum of EVSs from ecocentric to anthropocentric to technocentric. Ecocentric views prioritize nature, education, and self-sufficiency while technocentric views emphasize technological solutions and economic growth to address environmental issues. People's EVS shapes how they perceive and evaluate environmental issues based on cultural, religious, economic and sociopolitical contexts.
This document consists of an 18-page exam for the Cambridge International General Certificate of Secondary Education in Physics. The exam contains multiple choice and free response questions testing concepts in kinematics, mechanics, energy, waves, and heat. Students are instructed to show their work, use appropriate units, and securely fasten all pages together at the end of the exam.
This bulletin gives an estimate of the accuracy of MERCATOR OCEAN’s analyses and forecast for the season of April-May-June 2010. It also provides a summary of useful information on the context of the production for this period. Diagnostics will be displayed for all MERCATOR OCEAN’s monitoring and forecasting systems currently producing daily 3D temperature salinity and current products. Finally we present a preliminary intercomparison of a few physical processes viewed by the operational systems and by ORCA12 (with and without data assimilation). The results show that the global ¼° and the Atlantic and Mediterranean 1/12° analyses and forecast still behave very similarly with an accuracy close to the expected levels (as defined in scientific qualification documents), except for the 1/12° displaying significantly better performance in the Mediterranean sea. Anyway this basin tends to be too warm in the model. The global 1/12° (in demonstration) displays at least as good performance and especially less biases than the current systems.
The document presents a model of the climatic system that shows the interactions between the atmosphere, ocean, ice, land, and human activity. It also distinguishes between the external inputs and outputs to the Earth-atmosphere system and the internal interactions within the system. The model is used to represent the complex relationships and feedbacks between different components that influence the climate.
This document contains sample essay questions and responses about ecosystems and human impacts on the environment.
The first question asks to describe methods to record changes in an ecosystem like the Alpine Pine Forest from human activities, such as using sampling methods to measure species abundance and diversity over time.
The second question explains how human activity has increased nitrogen in ecosystems through fertilizer use and fossil fuel combustion, and the impacts like acid rain, soil acidification, and eutrophication.
The third question evaluates the role of Environmental Impact Assessments in different societies, noting they can empower communities but be biased if developers fund them, and may not be affordable or prioritized in all contexts.
The document discusses key concepts related to sustainability including:
- Sustainable development meets present needs without compromising future generations' ability to meet their own needs.
- Environmental indicators and ecological footprints can assess sustainability.
- The Millennium Ecosystem Assessment reported that humans have changed ecosystems more rapidly in the past 50 years than ever before, with mixed impacts on human well-being.
- Environmental impact assessments play an important role in sustainable development by evaluating potential impacts of projects.
This document contains a practice paper for the IB ESS exam with 32 multiple choice questions covering various topics related to ecosystems and sustainability. The questions test understanding of concepts like systems thinking, matter and energy flows, feedback mechanisms, and human impacts.
The document is a study guide for the IB Environmental Systems and Societies course. It covers key concepts relating to energy and equilibria, including the first and second laws of thermodynamics. These laws govern energy flow and transformation in systems. Systems can exist in alternative stable states, maintained by negative feedback loops, or tipping points driven by positive feedback. The document provides examples and assessment questions to illustrate these concepts for ecosystems. It discusses how resilience, diversity, and size of storages can influence a system's response to changes and stresses.
This document contains 10 essay questions related to environmental systems and societies. The first question asks the student to describe a method for measuring changes in abiotic components in a named ecosystem affected by human activity. The second question asks the student to describe ecocentric and technocentric responses to global warming and justify which may be more effective. The third question asks the student to outline the environmental impact of two named food production systems.
This document provides a comprehensive list of case studies and examples for the International Baccalaureate Environmental Systems and Societies (IB ESS) exam, organized by topic. It includes specific examples of systems, ecosystems, populations, resources, pollution events, climate change impacts, and contrasting environmental value systems that students should know for the exam. While not a complete list, it covers many key topics and concepts that may be assessed.
Communities and ecosystems are defined. A community is a group of populations living and interacting in a common habitat, while an ecosystem includes both the community and its physical environment. Photosynthesis and respiration play key roles in energy flow, with photosynthesis converting light energy to chemical energy in producers and respiration releasing energy through the breakdown of organic matter. These processes can be represented by word equations and involve inputs, outputs and transformations of energy and matter.
1) A system is defined as a collection of elements that interact and exchange energy and matter. Systems can be open, closed, or isolated depending on whether they exchange energy, matter, or both.
2) The first law of thermodynamics states that energy cannot be created or destroyed, only transformed from one form to another. All systems transform energy to do work and function.
3) The second law of thermodynamics describes how entropy increases as energy is dissipated and becomes unavailable to do work. Living systems must continuously acquire and transform energy to maintain order and fight entropy.
Topic 1.1- Environmental value systems Four Corners.pdfNigel Gardner
Environmental Value systems (EVS) : Have been affected by events through history as the environmental movement has developed
Environmental Value systems (EVS) : Exist as a spectrum of ideas and values that depend on many factors and influences.
For IB Diploma Environmental Systems and Societies
Communities can be described and compared through diversity indices which take into account the number of species and their distribution. Low diversity indices could indicate pollution, eutrophication, or recent colonization. Quantifying biodiversity is important for conservation efforts to identify and protect high biodiversity areas. Assessing changes in biodiversity over time helps evaluate human impacts on communities.
This document provides summaries of key topics related to systems and models, ecosystems, and human population dynamics.
1) It defines systems, models, laws of thermodynamics, and equilibrium concepts. It also discusses feedback, transfers and transformations of matter and energy.
2) It defines ecosystem components and processes like biotic and abiotic factors, trophic levels, and ecological pyramids. It also summarizes different biomes and their characteristics.
3) It discusses human population dynamics concepts like exponential and logistic growth models, r/K selection strategies, and factors affecting population size. It also summarizes Malthusian and Boserup theories on population growth and food supply.
This document discusses access to freshwater around the world. Only a small percentage of Earth's total water is freshwater, and its distribution is inequitable with many less economically developed countries lacking access. The turnover time, or time it takes for water to cycle from one part of the hydrologic cycle to another, varies significantly from 10,000 years for ice caps to just 12 days for rivers and the atmosphere. Increasing water usage in many areas is threatening sustainability as populations rise without adequate conservation efforts. The case study of Mexico City illustrates some of these challenges as groundwater is overexploited and wastewater is increasingly reused to try and meet the needs of the large population.
This extended essay examines the environmental impact on the River Ganga during the 2013 Maha Kumbh festival in Allahabad, India. Millions of pilgrims took holy dips in the river, which led to high levels of pollution. The author conducted an experiment measuring the pH levels of water from three areas - the most used bathing area, downstream from sewage pipelines, and a less accessed area. The results showed the most used bathing area had the highest pollution levels and lowest pH. Despite government efforts, proper waste management and sanitation could not handle the massive crowds. The large influx of people and waste overwhelmed existing infrastructure and increased pollution in the Ganga.
This document summarizes key concepts from topics about systems and models, ecosystems, and human population and resource use covered in the IB ESS exam. It defines important terms like open and closed systems, feedback, and transfers and transformations of matter and energy. It also describes different biomes and their characteristics, ecosystem structure including food chains and trophic levels, and population interactions such as competition, predation, and succession. Finally, it discusses human population dynamics and factors that can limit exponential growth.
The document provides an overview of environmental value systems (EVS) and concepts in environmental systems and societies. It discusses how historical events have influenced the development of EVSs and environmental movements. There is a wide spectrum of EVSs from ecocentric to anthropocentric to technocentric. Ecocentric views prioritize nature, education, and self-sufficiency while technocentric views emphasize technological solutions and economic growth to address environmental issues. People's EVS shapes how they perceive and evaluate environmental issues based on cultural, religious, economic and sociopolitical contexts.
This document consists of an 18-page exam for the Cambridge International General Certificate of Secondary Education in Physics. The exam contains multiple choice and free response questions testing concepts in kinematics, mechanics, energy, waves, and heat. Students are instructed to show their work, use appropriate units, and securely fasten all pages together at the end of the exam.
This bulletin gives an estimate of the accuracy of MERCATOR OCEAN’s analyses and forecast for the season of April-May-June 2010. It also provides a summary of useful information on the context of the production for this period. Diagnostics will be displayed for all MERCATOR OCEAN’s monitoring and forecasting systems currently producing daily 3D temperature salinity and current products. Finally we present a preliminary intercomparison of a few physical processes viewed by the operational systems and by ORCA12 (with and without data assimilation). The results show that the global ¼° and the Atlantic and Mediterranean 1/12° analyses and forecast still behave very similarly with an accuracy close to the expected levels (as defined in scientific qualification documents), except for the 1/12° displaying significantly better performance in the Mediterranean sea. Anyway this basin tends to be too warm in the model. The global 1/12° (in demonstration) displays at least as good performance and especially less biases than the current systems.
This document is an exam for the International General Certificate of Secondary Education in Physics. It consists of 12 multiple choice and problem solving questions testing concepts in physics. The questions cover topics such as mechanics, properties of matter, energy, electricity, waves, and atomic structure. Students are asked to analyze diagrams, graphs, and scenarios to demonstrate their understanding of fundamental physics principles.
Organic reactions by experiments with answers 1MRSMPC
The document discusses four organic reactions:
1) Fermentation of glucose into ethanol and carbon dioxide by yeast. Yeast and limewater are used, leaving the mixture for 2-3 days at 25-30°C. Distillation is used to produce pure ethanol.
2) Dehydration of ethanol into ethene using porcelain chips as a catalyst. Heating produces ethene gas, which is tested for.
3) Oxidation of ethanol into ethanoic acid using acidified potassium dichromate and reflux. Distillation is used to obtain ethanoic acid.
4) Preparation of an ester from ethanol and sulfuric acid using reflux and then distillation
This document is a physics exam consisting of 11 multi-part questions testing knowledge of concepts such as kinematics, energy, forces, electricity, and logic gates. It provides context for the questions through short paragraphs and diagrams. The questions require calculations, explanations, labeling diagrams, and determining true/false statements.
Modellers guide – vejledning fra DHI
Berislav Tomicic, DHI
Det er i høj grad DHI’s modelleringsværktøjer, der bruges i DK til dimensionering af nye anlæg til afledning af regnvand. DHI har udarbejdet en vejledning til modellørerne, som vil blive præsenteret i dette indlæg.
This document is a chemistry exam paper containing multiple choice and short answer questions testing knowledge of stoichiometry, organic chemistry, acid-base reactions, and periodicity. The paper contains 9 questions with a total of 69 marks. It tests key chemistry concepts like mole calculations, empirical and molecular formula determination, acid-base and redox reactions, and periodic trends.
Diurnal Patterns and Microclimatological Controls on Stomata Conductance and ...heidenjoy
This master's thesis examines diurnal patterns and microclimatic controls on stomatal conductance and transpiration at High Creek Fen in Colorado. It includes 3 chapters that provide background on evapotranspiration processes, describe the study site and vegetation, and outline the study hypotheses. Methods of data collection and results are presented for 3 problem statements comparing physiological responses within and between plant species under different microclimate conditions. Statistical analyses show significant effects of plant height, soil moisture, and species on stomatal conductance and transpiration. The discussion and conclusion sections interpret the results in the context of the literature.
This document contains a physics exam with multiple choice and free response questions testing concepts in kinematics, forces, energy, heat, and waves. The exam consists of 19 printed pages and covers topics including:
- Analyzing a speed-time graph of a car passing through a town to calculate distance, acceleration, and deceleration.
- Calculating kinetic energy, energy used against a resistive force, and minimum engine power required for a moving car.
- Relating acceleration, force and mass through Newton's Second Law.
- Describing the motion of an object when different resultant forces are applied.
- Explaining temperature differences in metal plates based on surface properties when exposed to sunlight.
This document contains 6 problems involving springs and Hooke's law. Problem 1 involves drawing a graph of extension vs. load for a spring obeying Hooke's law and calculating the initial speed of a model train stopped by a spring. Problem 2 involves calculating the kinetic energy and maximum height of an athlete bouncing on a trampoline and identifying points on a spring graph. Problem 3 involves completing a graph, calculating work done on a spring, and forces on an object suspended by a spring.
This document is a 20-page physics exam consisting of 11 multi-part questions testing concepts in mechanics, waves, electricity, optics, and modern physics. The questions cover calculating values based on diagrams and data provided, explaining physical phenomena, plotting graphs, and describing experimental setups and applications of concepts. The document provides context, diagrams, and data for students to demonstrate their understanding of key physics principles through written responses.
This thesis examines the influence of irrigation water use efficiencies on the sustainability of irrigation at the global scale. The student developed a global hydrological model, PCR-GLOBWB, to simulate irrigation water requirements and consumption under different climate change scenarios from 1960-2099. The model was forced with output from several general circulation models to account for climate uncertainty. Results showed irrigation requirements generally increasing over time, with significant regional variations, highlighting the need to improve irrigation efficiencies to ensure sustainable water resources for agriculture worldwide.
This document consists of a 16 page physics exam with multiple choice and free response questions. The exam covers topics including:
1. The growth of a plant over 7 days, finding the average speed of growth.
2. Properties of springs, including calculating total length and extension under different loads.
3. Brownian motion of smoke particles viewed under a microscope.
4. Safety considerations for rescuing a boy who fell through ice into a frozen pond.
5. Temperature measurements using thermometers, including the boiling point of water and effects of heating and cooling.
6. Optical properties of periscopes and lenses, including angles of incidence/reflection and focal lengths.
Assessing The Impacts Of Climate Change A Literature ReviewSandra Long
This document reviews the literature on assessing the economic impacts of climate change. It finds that there are significant uncertainties in estimates due to factors such as emissions projections, temperature increases from greenhouse gas concentrations, and physical and economic impacts. Estimates do not fully reflect uncertainty around catastrophic risks. However, the impacts of climate change could still be large. Some impacts will also be irreversible. Despite uncertainty, policy action may be justified given the irreversible nature of some damages and risks of extreme events, as long as policies are cost-effective.
This document provides standards and conventions for reference systems and models used by the International Earth Rotation and Reference Systems Service (IERS). It defines the International Celestial Reference System (ICRS) and International Terrestrial Reference System (ITRS), as well as their realizations through the International Celestial Reference Frame (ICRF) and ITRF products. The document also describes models and procedures for coordinate transformations between celestial and terrestrial reference systems, geopotential effects, displacement of reference points, tidal variations in Earth's rotation, tropospheric modeling, and general relativistic models for space-time coordinates and propagation of signals. This updated version continues a series of documents establishing standards for reference systems and models used by the IERS
This document consists of the exam questions and answer space for a physics exam. It contains 20 total pages - 19 pages of exam questions and 1 blank page. The exam covers various physics topics like mechanics, energy, electricity, waves, and optics. Students are instructed to show their work, use appropriate units, and attach all pages securely at the end of the exam.
This bulletin gives an estimate of the accuracy of MERCATOR OCEAN’s analyses and forecast for the season of July-August-September 2010. It also provides a summary of useful information on the context of the production for this period. Diagnostics will be displayed for the global ¼° (PSY3) and the Atlantic and Mediterranean zoom at 1/12° (PSY2) monitoring and forecasting systems currently producing daily 3D temperature salinity and current products. A special focus is made on the major improvements brought by the new versions of these systems, which products will be available by the end of this year. The realism of water masses characteristics is particularly improved in these systems, in addition to improvements of the physics due to the use of Incremental Analysis Update (IAU). Nevertheless the performance of the new version of PSY2 is not satisfactory in the Mediterranean Sea in the first 150m and a fresh bias is under investigation. Finally we present a preliminary intercomparison of a few physical processes viewed by the operational systems and by the IBI system at 1/36° horizontal resolution.
Dr Dev Kambhampati | EPA Proceedings- Hydraulic Fracturing Study- Water Resou...Dr Dev Kambhampati
This document provides an overview of the agenda and presentations given at the EPA Technical Workshop on Water Resources Management for the Hydraulic Fracturing Study held on March 29-30, 2011. The workshop consisted of three themes: 1) Water Use & Sustainability, 2) Flowback Recovery & Water Reuse, and 3) Disposal Practices. Over the two days, 22 presentations and 2 posters were given on topics such as determining appropriate water sources, water quantity analysis, flowback characterization, treatment technologies, and disposal practices. The goal was to inform EPA's study of potential impacts of hydraulic fracturing on drinking water resources.
This document consists of 12 printed pages related to a physics exam. It includes 6 multiple choice questions testing concepts such as thermometers, density calculations, power, pressure, and gas properties. Students are instructed to show working, use appropriate units, and include necessary details in explanations and calculations.
Similar to ESS grade 11 summative september 2012 (20)
I am pleased to present an outstanding Sample ESS IA that secured an impressive 28 out of 30 marks, resulting in a remarkable 7-point score. This exemplar serves as a valuable reference and resource for your ESS class, offering comprehensive insights and invaluable guidance for both students and educators alike.
Key Points:
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7-Point Performance: Scoring a perfect 7 points in the IA demonstrates a deep understanding of Environmental Systems and Societies.
Educational Resource: This exemplary IA serves as an educational resource, providing a model for structuring, researching, and presenting ESS projects.
Invaluable Insights: Reviewing this IA will offer invaluable insights into what constitutes a high-scoring ESS IA, helping students aim for excellence.
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We encourage you to make the most of this exemplary ESS IA as a guiding light in your pursuit of excellence in Environmental Systems and Societies studies.
This document outlines an investigation into the effect of carbon dioxide emissions on temperature in the USA and UK from 2009-2019. The research question asks to what extent different levels of CO2 concentration in the USA vs the UK affect average temperature. Secondary data on CO2 emissions and average temperature in both countries will be collected from credible sources over the 10-year period. The hypothesis is that there is a correlation between CO2 concentrations and temperature trends, and differences in CO2 levels between the countries will result in differences in temperature trends. Key variables are CO2 concentration as the independent variable and average temperature as the dependent variable.
The document contains contact information for ESSGurumantra.com with their Gmail ID repeated in 14 lines. It concludes by listing their social media profiles and podcast/music platforms where users can follow the organization, including their website, Facebook, YouTube channel, Twitter, Instagram, LinkedIn, SlideShare, Pinterest, Spotify, SoundCloud, and Google Podcast.
The document discusses various topics related to genetics and biotechnology including genetic engineering, polymerase chain reaction (PCR), DNA profiling, and genetically modified foods. It provides definitions and explanations of key terms and processes such as how PCR is used to amplify DNA, the steps involved in PCR including denaturation, annealing and elongation, and how gel electrophoresis can be used to analyze PCR products. It also summarizes techniques like DNA profiling that are used for forensic investigations and paternity testing.
This document contains a series of logic and reasoning puzzles to test creativity and problem-solving skills. It includes 25 puzzles of varying difficulty across several categories like word puzzles, number puzzles, and visual puzzles. The puzzles require skills like rearranging letters, words, or images to find hidden meanings and complete word or phrase patterns.
The document is an exam for the Environmental Systems Standard Level course, consisting of 30 multiple choice questions testing various concepts related to environmental science. Some of the topics covered include population ecology, energy flow, greenhouse gases, the carbon and nitrogen cycles, and atmospheric structure. The exam is 45 minutes long and candidates are instructed to choose the single best answer for each question and mark their choice on an answer sheet.
The document provides lists of top 10 websites in various categories that are useful for career development and job searching. These categories include sites for careers, in-demand tech skills in 2019, learning Excel for free, free online education, reviewing resumes for free, and preparing for interviews. The lists highlight popular websites like LinkedIn, Coursera, Khan Academy, Leetcode, and ResumeGenius that can help with tasks like networking, developing skills, getting education/training, improving resumes and interview skills.
Very interesting - Can you guess what is common between all these prominent temples.
If your answer is, they all are Shiva temples, you are only partially correct.
It is actually the longitude in which these temples are located.
They all are located in 79° longitudes. What is surprising and awesome is that how the architects of these temples many hundreds of kilometers apart came up with these precise locations without GPS
1. Madurai is unique as it is guarded by 3 surrounding hills and was once full of Kadabam trees.
2. The Nandi statue at Meenakshi Amman Temple is one of the largest in Asia. Tirumalai Naicker Mahal is the largest palace in Tamil Nadu, built without using ceiling supports.
3. Gandhi Museum was originally the palace of Ranimangammal and is the only museum dedicated to Gandhi outside of India. It houses the blood-stained shawl Gandhi was wearing when assassinated.
K.Guru Charan Kumar, IB ESS Teacher at Pathways World School, Aravali discusses the importance of taking his IB students on field trips that enhance the learning they do in the classroom. Over the past year, K. Guru has shared numerous adventures with the IB community and we asked him to reflect on why field experience is central to his teaching.
Guru Charan Kumar KANAHAVEL attended the IB Asia Pacific DP Category 1 & 2 Workshops in Singapore from August 10-12, 2012 for the subject Environmental Systems and Societies. The certificate certifies his participation in subject sessions at the workshops organized by the IB Regional Office for Asia Pacific and led by experienced IB practitioners.
My mission is to deliver world-class international education power point presentation through the provision of high-quality curricula, assessment and services for the IGCSE EVM.
A wide range of materials and resources is available through my Slide share to support teachers and learners in Cambridge schools. Resources suit a variety of teaching methods in different international contexts.
The content of this power point presentation is designed to encourage reflection on the limits to growth and sustainable development for IGCSE EVM.
The content of this PowerPoint is structured as a series of learning outcomes that lay out what candidates should know, understand and be able to analyze and discuss.
Environmental Management is concerned not only with the impact of humankind on the planet but also with the patterns of human behavior necessary to preserve and manage the environment in a self-sustaining way. Study is linked to the areas of new thinking in environmental management, environmental economics and the quest for alternative technologies. Classroom studies and optional coursework allow candidates to obtain a local as well as a global perspective.
My mission is to deliver world-class international education power point presentation through the provision of high-quality curricula, assessment and services for the IGCSE EVM.
A wide range of materials and resources is available through my Slide share to support teachers and learners in Cambridge schools. Resources suit a variety of teaching methods in different international contexts.
The content of this power point presentation is designed to encourage reflection on the limits to growth and sustainable development for IGCSE EVM.
The content of this PowerPoint is structured as a series of learning outcomes that lay out what candidates should know, understand and be able to analyze and discuss.
Environmental Management is concerned not only with the impact of humankind on the planet but also with the patterns of human behavior necessary to preserve and manage the environment in a self-sustaining way. Study is linked to the areas of new thinking in environmental management, environmental economics and the quest for alternative technologies. Classroom studies and optional coursework allow candidates to obtain a local as well as a global perspective.
My mission is to deliver world-class international education power point presentation through the provision of high-quality curricula, assessment and services for the IGCSE EVM.
A wide range of materials and resources is available through my Slide share to support teachers and learners in Cambridge schools. Resources suit a variety of teaching methods in different international contexts.
The content of this power point presentation is designed to encourage reflection on the limits to growth and sustainable development for IGCSE EVM.
The content of this PowerPoint is structured as a series of learning outcomes that lay out what candidates should know, understand and be able to analyze and discuss.
Environmental Management is concerned not only with the impact of humankind on the planet but also with the patterns of human behavior necessary to preserve and manage the environment in a self-sustaining way. Study is linked to the areas of new thinking in environmental management, environmental economics and the quest for alternative technologies. Classroom studies and optional coursework allow candidates to obtain a local as well as a global perspective.
As part of the IB philosophy, one must understand that not everything can be taught within the classroom. Thus, field trips provide the perfect opportunity to apply ourselves fruitfully. Laden with their luggage, and appetite for knowledge, the group of ESS and Geography students readied themselves for the learning expedition to Sundarbans, West Bengal.
The most engaging component of ESS & Geo IBDP is the coursework/fieldwork which culminates in an Analytical report based on Primary Data which the students gather and work upon. In this context we are all set to embark on our journey to Sundarbans Delta (UNESCO World Heritage site) which is located in Kolkata. This year 41 IBDP students with 4 teachers ventured for the very first time in the country to visit the Sundarbans(Kolkata) for the field trip.
The IBDP ESS & Geography students studied “Ecological Footprints of Eco tourism & Environmental Sustainability, Quality and Patterns of Resource Consumption” with special reference to Mangrove forest of Sundarbans, West Bengal.
Farmers from Maldevta Village, who work in the lowest sector of the economy, have minimal land and resources to help them grow crops. This obligates them to enter the hills with their cattle to allow grazing. Farmers also clear some forest areas, to increase their farm land for more income, thus reducing the biodiversity. As a result of the reduced in forest area and resources, wild animals invade villages and destroy farmlands. In some cases, because of minimal knowledge of the chemical Pesticides, it’s overuse affects not only the farmland, but also nearby water resources as it leads to eutrophication. This relates to my RQ because after surveying the villagers and collecting the raw data from the Simpson’s Diversity index it allowed me to evaluate the effect of human intervention on the natural environment and thus evaluating the effect of Ecological Footprint.
This IA talks about research is to compare Simpson Diversity of four areas of Mahendrapur village based on the amount of sunlight received and the amount of nutrients found near the place where they are located (near the water body or away from the water body).
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
How Barcodes Can Be Leveraged Within Odoo 17Celine George
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
1. GURU CHARAN KUMAR/IB ESS 2012
HUMANITIES DEPARTMENT
ESS GRADE 11 SUMMATIVE-SEPTEMBER 2012
TIME: 1 HOUR
MARKS: 45
1)
The diagram below shows storages (in percentage of total water) and flows in the global
water cycle. The rates of flow are given in 1015 kg yr–1.
CLOUDS
0.001 %
Condensation
400
A
TMOSPHERIC
WA
TER VAPOUR
0.001 %
Precipitation
100
Evaporation
64
SURFACE WA
TER 0.001 %
ICE
2%
GROUND WA
TER 1 %
(a)
(i)
Precipitation
300
Evaporation
336
Run-off/groundwater flow
OCEAN
97 %
what is the source of energy which drives the water cycle? ........................ .
(1)
(ii)
In which of the processes given in the diagram does this energy enter the cycle?
...........................................................................................................................
(1)
(b)
(i)
what percentage of all precipitation falls directly into the oceans?
...........................................................................................................................
...........................................................................................................................
(1)
(ii)
What percentage of all evaporated water comes from the oceans?
...........................................................................................................................
...........................................................................................................................
(1)
(c)
(i)
Assuming the cycle is in steady state, what mass of water flows into the oceans
through run-off and groundwater flow per year?
...........................................................................................................................
...........................................................................................................................
(2)
(ii)
Explain why this figure might increase in the future, as a result of burning fossil
fuels.
2. GURU CHARAN KUMAR/IB ESS 2012
...........................................................................................................................
...........................................................................................................................(PTO)
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
(3)
(d)
Name a storage of water in the biosphere that is not shown in the diagram, and explain how
water is transferred in and out of this storage.
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
(3)
(e)
(i)
State briefly one way in which one of the other flows in the diagram might change if
evaporation rates were to increase.
...........................................................................................................................
...........................................................................................................................
(1)
(ii)
Describe how two changes in the flows shown on the diagram could lead to a fall in
global temperatures and reduce global warming.
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
(4)
(iii)
Name the type of feedback involved in this reduction in global warming.
...........................................................................................................................
(1)
(f)
Identify each of the different processes referred to on the diagram as either transfer or
transformation processes.
......................................................................................................................................
3. GURU CHARAN KUMAR/IB ESS 2012
......................................................................................................................................
......................................................................................................................................
(2)
(Total 20 marks)
2) a) Define the following terms.
(i)
Negative feedback
...........................................................................................................................
...........................................................................................................................
(1)
(ii)
Positive feedback
...........................................................................................................................
...........................................................................................................................
(1)
(b)
Suggest why most ecosystems are negative feedback systems.
......................................................................................................................................
......................................................................................................................................
(1)
The diagram below represents a coal fired power station.
smoke
.................
coal
warm water
[Source: Adapted from D D Kemp, Global Environment Issues, A Climatological Approach, (Taylor & Francis,1994) p.
7. Reproduced by permission of Cengage Learning]
(c)
Complete the diagram above by naming the missing input and the two missing outputs.
(2)
(Total 5 marks)
4. GURU CHARAN KUMAR/IB ESS 2012
3) a) (i)
State the first law of thermodynamics.
...........................................................................................................................
...........................................................................................................................
(1)
(ii)
Calculate the amount of energy output in the model below.
Input
1000 kJ
energy
10 % loss to
atmosphere
15 % stored
after loss to
atmosphere
OUTPUT = ?
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
(2
(b)
The diagram below represents a simplified hydrological cycle.
5. GURU CHARAN KUMAR/IB ESS 2012
ATMOSPHERE
2.
3.
1.
4.
GROUND
(i)
Identify the processes corresponding to the arrows labeled 1 to 4 in the diagram.
1.
................................................................
2.
................................................................
3.
................................................................
4.
................................................................
(2)
(ii)
Suggest one weakness in the model above.
...........................................................................................................................
...........................................................................................................................
(1)
7. GURU CHARAN KUMAR/IB ESS 2012
100
s snowline
Numbers
of
rodent
species
0
(a)
Altitude in
metres
3000
mountain
With reference to Figure 1 describe the relationship which appears to exist between altitude
and the number of rodent species.
......................................................................................................................................
......................................................................................................................................
(1)
(b)
Predict three ways in which the altitude habitat model in Figure 2 might change as a result
of global warming.
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
(3)
(c) (ii)
Explain the difference between an open system and a closed system.
8. GURU CHARAN KUMAR/IB ESS 2012
...........................................................................................................................
...........................................................................................................................
(2)
(b)
The first and second laws of thermodynamics suggest that energy is neither made or lost,
merely transformed. Using a named ecosystem, outline how this occurs.
.....................................................................................................................................
.....................................................................................................................................
.....................................................................................................................................
.....................................................................................................................................
.....................................................................................................................................
.....................................................................................................................................
(3)
(Total 9 marks)