Importance
Intrinsic Value
Extinctions
What is Biodiversity?
Genetic Biodiversity
Species Biodiversity
Ecosystem Biodiversity
Ecosystem Function
Marine Biodiversity
Caribbean Diversity
Extinctions
Threats to Biodiversity
Protection & MPA’s
An Introduction to BSc. Natural Resource ManagementEric Kumeh Mensah
Provides:
1. A general overview of natural resources and renewable natural resource management;
2. Course Entry Requirements;
3. What to expect throughout the duration of the course;
4. Prospects after the degree; and
5. Did you knows.
Enhancing farmers' income through organic farming by Dr. L. Jeebit Jeebit Singh
A presentation on opportunities of organic farming to enhance farmers' income. The slides discusses the major issues doubted by many farmers and related parties in adopting the organic farming profitability and sustainability compared to conventional farming.
Importance
Intrinsic Value
Extinctions
What is Biodiversity?
Genetic Biodiversity
Species Biodiversity
Ecosystem Biodiversity
Ecosystem Function
Marine Biodiversity
Caribbean Diversity
Extinctions
Threats to Biodiversity
Protection & MPA’s
An Introduction to BSc. Natural Resource ManagementEric Kumeh Mensah
Provides:
1. A general overview of natural resources and renewable natural resource management;
2. Course Entry Requirements;
3. What to expect throughout the duration of the course;
4. Prospects after the degree; and
5. Did you knows.
Enhancing farmers' income through organic farming by Dr. L. Jeebit Jeebit Singh
A presentation on opportunities of organic farming to enhance farmers' income. The slides discusses the major issues doubted by many farmers and related parties in adopting the organic farming profitability and sustainability compared to conventional farming.
What is Climate-Smart Agriculture? Background, opportunities and challengesCIFOR-ICRAF
This presentation by Alexandre Meybeck of the FAO was given at a session titled "Using climate-smart technologies to scale up climate-smart agriculture practices" at the Global Landscapes Forum in Lima, Peru, on December 7, 2014.
The panel presentation and discussion focused on how these climate-smart technologies can be scaled-up to benefit smallholder farmers. This was followed by a public debate.
Systems Approach to Modelling Food Sustainability: From Concepts to PracticeBioversity International
Systems Approach to Modelling Food Sustainability: From Concepts to Practice - Presentation by Ariella Helfgott. This presentation was given as part of the 'Metrics of Sustainable Diets and Food Systems Symposium, co-organized by Bioversity International and CIHEAM-IAMM, November 4th -5th 2014, Agropolis International, Montpellier
Visit 'Metrics of Sustainable Diets and Food Systems' Symposium webpage.
http://www.bioversityinternational.org/metrics-sustainable-diets-symposium/
Agroecology as an opportunity to address the challenges of European and Centr...ExternalEvents
http://www.fao.org/europe/events/detail-events/en/c/429132/
Presentation of Michel Pimbert, from Conventry University, illustrating agroecology as an opportunity to address the challenges of European and Central Asian food and agriculture. The presentation was prepared and delivered in occasion of the Regional Symposium on Agroecology in Europe and Central Asia, held in Budapest, Hungary on 23-25 November 2016.
Similar to IB ESS Topic 3 Food resources new & Water Budget (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:
Exceptional Achievement: The IA achieved a remarkable 28 out of 30 marks, showcasing excellence in content, research, and presentation.
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.
Guidance for Students: Students can utilize this IA as a reference to enhance their own IA projects, aiming for similarly outstanding results.
Educator's Tool: Educators can use this IA to exemplify quality work to their students, facilitating better understanding of assessment expectations.
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.
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
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.
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).
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
2. • 3.5.1-Outline the issues involved in the
imbalance in global food supply
Guru IB ESS TOPIC 3 2
3. Food Resources
Human food systems:
1. Croplands
2. Rangelands
(livestock)
3. Oceanic fisheries
Guru IB ESS TOPIC 3 3
4. Unequal food resources
• The methods of food production differ
around the world
• Government policy and the climate of the
area influence what is grown
• The type used depends on relative
availability of land, labor, capital, and fossil
fuels
Guru IB ESS TOPIC 3 4
5. • There is enough food on the world to feed
us all, however there is an imbalance in the
food supply globally.
• Many people from the LEDCs are suffering
from not getting enough energy, proteins
and minerals.
• Around 3/4 of the world’s population is not
eating enough and an average of 1 million
are going hungry, the majority of these
people lives in the LEDCs.
Unequal food resources in LEDC
Guru IB ESS TOPIC 3 5
6. • Climate changes have also affected the
LEDCs as droughts for example reduce the
amount of growing land.
• Global warming could lead to countries
suffering from high temperatures which
could destroy crops.
• Agriculture in the LEDCs are in contrast
and have low levels of technology, lack of
capital and high levels of labour.
Guru IB ESS TOPIC 3 6
7. • However even though there is such a huge group
of people in need of food there is a surplus of food
in the MEDCs with markets producing to much
food for the population.
• This has lead to people in the MEDCs to consumer
more food then they need as the MEDCs increased
wealth has allowed them to buy more.
• There are import tariffs imposed by the MEDCs to
make the import of food more expensive, which
can ruin the exporting countries.
Food resources in MEDC
Guru IB ESS TOPIC 3 7
8. MEDC LEDC
•High food supplies for small
population
•Cause problem such as obesity
•Low cost of food and all seasonal-
supplies of food
•Low food supply for large
population
•Cause problem such as
malnutrition and under-
nourishment
•Struggle to produce enough food
and food price remain high
•In LEDC food production is used as
a way to generate foreign currency.
Guru IB ESS TOPIC 3 8
9. Cause in imbalance food distribution
• Cause in imbalance food distribution
-Ecological: some climate and soils are
better for food production
-Economic: advance technology and money
can overcome ecological limitation
(transportation of water)
-Socio-political: underinvestment in rural
area and rapid area in LEDC; poor human
health weaken available labor force
Guru IB ESS TOPIC 3 9
11. Production Methods of Agriculture
Developed Countries
– Industrialized agriculture depends heavily on
capital and fossil fuels
Developing Countries
– Intensive traditional agriculture depends heavily
on labor
– Shifting cultivation in tropical forests depends
heavily on land availability no fossil fuels
– Nomadic herding depends heavily on land
Guru IB ESS TOPIC 3 11
13. Population distribution in poverty
Region % in $1 a day
poverty
Population
(millions)
Pop. in $1 a day
poverty (millions)
East Asia and Pacific 9.07 1,885.0 170.0
Latin America and the Caribbean 8.63 549.0 47.0
South Asia 31.08 1,470.0 456.0
Sub-Saharan Africa 41.09 753.0 309.0
Total Developing countries 982.0
Europe and Central Asia 0.95 460.0 1.0
Middle East and North Africa 1.47 306.0 4.0
Total 987
Guru IB ESS TOPIC 3 13
14. Influence of Ecology
• Developed countries in temperate areas –
plants and soils conducive to growth of high
yield cereal crops and livestock
• Soil fertility poor in tropical areas
• Livestock native to temperate areas in most
cases as well
Guru IB ESS TOPIC 3 14
18. Influence of Socio-political factors
• Poverty is a self sustaining positive feedback
process
• Governments in LDCs focus on exploitation of
resources – Bananas in Costa Rica
• Support use of high yield green revolution crops
• Research on and use of GMOs
Guru IB ESS TOPIC 3 18
21. Food Type Kilocalories of fossil fuel input per kilocalorie of protein output
Feed lot beef 20-78
Pigs
Broiler chicken
Rangeland Beef
Sheep
Vegetables
35
22
10
10
2-4
Guru IB ESS TOPIC 3 21
22. First green revolution
(developed countries)
Second green revolution
(developing countries)
Major international agricultural
research centers and seed banks
Guru IB ESS TOPIC 3 22
23. DO NOT POST TO INTERNET
Guru IB ESS TOPIC 3 23
24. Distribution of food
• Enough food produced in the world for entire
population to have 2,720 kcal per day
• Many areas no land to grow food or money to
purchase it
• 982 million people living in poverty – actually a
decrease in 20% from 1990’s
• ¼ of the world population consumes ¾ of the
food
Guru IB ESS TOPIC 3 24
25. Industrialized agriculture
in developed countries
Intensive traditional agriculture
in developing countries
Land
Labor
Capital
Fossil fuel
energy
Land
Labor
Capital
Fossil fuel energy
Guru IB ESS TOPIC 3 25
26. Shifting cultivation in tropical
forests in developing countries
Nomadic herding in
developing countries
Land
Labor
Capital
Land
Labor
Capital
Guru IB ESS TOPIC 3 26
29. Phase 1
Make Modified Gene
Identify and extract
gene with desired trait
Identify and remove
portion of DNA
with desired trait
Remove plasmid
from DNA of E. coli
Insert extracted DNA
(step 2) into plasmid
(step3)
Insert modified
plasmid into E. coli
Grow in tissue
culture to
make copies
cell
gene
DNA
Plasmid
E. coli
DNA
Genetically
modified
plasmid
plasmid
Guru IB ESS TOPIC 3 29
30. Phase 2
Make Transgenic Cell
Transfer plasmid
copies to a carrier
agrobacterium
Agrobacterium
inserts foreign
DNA into plant
cell to yield
transgenic cell
Transfer plasmid
to surface
microscopic metal
particle
Use gene gun
to inject DNA
into plant cell
A. tumefaciens
(agrobacterium)
Plant cell
Nucleus
Host DNA
Foreign DNA
Guru IB ESS TOPIC 3 30
31. Phase 3
Grow Genetically Engineered Plant
Transgenic cell
from Phase 2
Cell division of
transgenic cells
Culture cells
to form plantlets
Transgenic plants
with new traits
Guru IB ESS TOPIC 3 31
32. Projected
Advantages
Projected
Disadvantages
Need less fertilizer
Need less water
More resistant to
insects, plant
disease, frost, and
drought
Faster growth
Can grow in slightly
salty soils
Less spoilage
Better flavor
Less use of con-
ventional pesticides
Tolerate higher
levels of herbicide
use
Irreversible and
unpredictable
genetic and eco-
logical effects
Harmful toxins in
food from possible
plant cell mutations
New allergens
in food
Lower nutrition
Increased evolution
of pesticide-
resistant insects
and plant diseases
Creation of herbicide-
resistant weeds
Harm beneficial
insects
Lower genetic
diversity
Use of
GMOs
Guru IB ESS TOPIC 3 32
40. • Terrestrial systems:
• Most food is harvested from low trophic
levels (producers and herbivores).
• Systems that produce crops are more
energy efficient then those which produce
livestock.
• This is because energy is greater in
proportion in the low trophic levels.
Guru IB ESS TOPIC 3 40
41. • Even though it is efficient to use arable
systems, many cultures still use livestock as
part of their farming system.
• Taste and cultural demand play a major role
in this and the animals also provide a source
protein which is essential for the human
diet.
• Animals are also used as working animals in
some cultures.
Guru IB ESS TOPIC 3 41
42. • Terrestrial farming systems are divided into several types:
• Commercial farming & Subsistence farmer:
• Both commercial and subsistence can be intensive or
extensive farms.
• Intensive farms: take a small area of land but aim for a high
input
• Extensive farms: are large in comparison to the money and
labour put into it
• The efficiency of the system can be calculated by
comparing outputs to inputs per unit area of land.
Guru IB ESS TOPIC 3 42
43. Terrestrial vs. Aquatic Differences
Terrestrial
• Most food at low trophic
levels
• Producers or Herbivores
• Less energy loss between
initial input and level of
harvest
Aquatic
• Most food harvested at higher
trophic levels
• Makes total energy storages
smaller
• Due to tastes for fish /
particularly large predatory
ones
• Energy conversion in this
system is more efficient – sizes
and lack of structural material in
low trophic levels
• Initial amount of sunlight fixed
is less efficient because of
reflection and absorbtion by
water
Guru IB ESS TOPIC 3 43
44. Terrestrial Aquatic
-Consume from lower trophic
level e.g. cow/rice due to taste
and cultural demand
-Consume from higher trophic
level e.g. salmon due to taste
and cultural demand
-Less efficiency -higher efficiency however the
initial of available solar energy
is slower due to reflection and
absorption of light by water
Guru IB ESS TOPIC 3 44
45. • 3.5.3 Compare and contrast the inputs and outputs of
materials and energy (energy efficiency), the system
characteristics, and evaluate the relative environmental
impacts for two named food production systems.
Guru IB ESS TOPIC 3 45
46. Systems of Production
1. Croplands
- grains, 76% of worlds food
2. Rangelands
- grazing meat production, 17% worlds food
3. Oceanic fisheries
- 7% world food
Growth in production b/c technology
Challenge providing for future population
Guru IB ESS TOPIC 3 46
47. Food Production Systems
• There are many food production systems around
the world
• They vary depending on the geography,
sociopolitical dimensions, culture, needs of the
area
• They also vary based on the characteristics of the
food being produced
• We will look at a comparison of two of these many
systems
• Many areas of the world are dependent on
fisheries for foodGuru IB ESS TOPIC 3 47
48. 100
80
60
40
20
0
1950 1960 1970 1980 1990
2000
Year
Total World Fish Catch
Catch
(millions
of
metric
tons)
Guru IB ESS TOPIC 3 48
49. 25
20
15
10
5
0
1950 1960 1970 1980 1990 2000
Year
World Fish Catch per Person
Per
capita
catch
(kilograms
per
person)
Guru IB ESS TOPIC 3 49
51. Demersal
(mostly bottom dwelling)
Hake
Haddock
Cod
Pelagic
(surface dwelling)
Crustaceans Mollusks
Sardine Anchovy
Herring
Mackerel
Tuna
Krill
Shrimp
Lobster
Crab
Oyster Clam
Octopus
Squid
Fish Shellfish
Major Targets of Marine Fisheries worldwide
Guru IB ESS TOPIC 3 51
52. Spotter airplane
Fish farming
in cage
Trawler
fishing
Purse-seine
fishing
sonar
trawl flap
trawl
lines
trawl bag
Long line fishing
lines with
hooks
Drift-net fishing
Fish caught
by gills
float buoy
fish school
Guru IB ESS TOPIC 3 52
53. Now we farm fish
• Fish is a major component of the human
diet
• Some countries almost exclusively based on
seafood – Japan
• With wild stocks being increasingly
depleted, we are turning to fish farming for
various reasons as an alternative
Guru IB ESS TOPIC 3 53
54. Figur
e 13-
31
Seafood type Kilocalories of fossil fuel input per kilocalorie of protein output
Marine Fisheries
Shrimp
Salmon
Cod
Ocean Aquaculture
Salmon cage
culture
Salmon ranching
Seaweed
3-98
18-52
20
50
7-12
1
Guru IB ESS TOPIC 3 54
55. Advantages
Highly efficient
High yield in small
volume of water
Increased yields
through
crossbreeding
and genetic
engineering
Can reduce
overharvesting
of conventional
fisheries
Little use of fuel
Profit not tired to
price of oil
High profits
Disadvantages
Large inputs of
land, feed, and
water needed
Produces large
and concentrated
outputs of waste
Destroys
mangrove forests
Increased grain
production
needed to feed
some species
Fish can be killed
by pesticide runoff
from nearby
cropland
Dense populations
vulnerable to
disease
Tanks too
contaminated to
use after about
5 years
Guru IB ESS TOPIC 3 55
56. • Terrestrial Systems:
• Example :Intensive Charolais beef
production in France:
• In Western Europe the Charolais beef is one of the beef
brands chosen.
• Through selective breeding and genetic engineering
bloodlines that puts weight on exist but has a low fat cover.
• Charolais lives under controlled conditions, they are fed
with high proteins and treated with antibiotics to make
sure they are healthy.
• Lots of energy is used in transporting and processing the
finished meat.
Guru IB ESS TOPIC 3 56
59. • Inputs:
• energy for food distribution
• food supplements
• selective breeding and genetic engineering
(system characteristics)
• indoor rearing
• fertilizers to maximize grass production
• antibiotics and hormones
Guru IB ESS TOPIC 3 59
60. • Outputs:
• cheap meat (socio-cultural)
• habitat destruction to make bigger fields
(environmental impact)
• antibiotic resistance
• Eutrophication
Guru IB ESS TOPIC 3 60
63. Nomadic cattle grazing of the Himba:
• The Himba people are from North West Namibia,
they survive by being Nomadic hunters/grazers.
• They also have a tight bond with the cattle they
graze.
• During the dry seasons the Himba move their
cattle from area to area until the grass is used up
until the raining season, they go to better pastures.
• Cattle to the Himba are very important as they
provide; meat, milk, skins and even dung for fires.
Guru IB ESS TOPIC 3 63
64. • Prestige between the Himba is seen by how
many cattle they have, not the size of the
cattle.
• The cattle during the dry season may start
competing with herbivores.
• This has increased especially with global
warming drought periods.
• This can lead to soil erosion as extra grazing
pressure removes the grasses that hold the
top soil together.
Guru IB ESS TOPIC 3 64
66. • Input:
• nomadic grazing moving from place to place so
land has a chance to recover
• cattle survive on low grade natural forage with no
supplements
• during drought cattle die as grass disappears
adding patches of nutrients to the soil
(environmental impact)
Guru IB ESS TOPIC 3 66
67. • Outputs:
• Himba cattle provide meat, milk and fuel
(dung)
• owning cattle gives status in community
(socio-cultural)
• during drought times Himba cattle compete
with wild grazers for food this can lead to
soil erosion as well as food shortage
(environmental impact)
Guru IB ESS TOPIC 3 67
71. System 1: Rice-Fish Farming - China
• Fish farming in wet rice fields
• In China, Han Dynasty plate (2000 years old) shows fish
swimming from pond to field
• Ecological symbiosis in the system – fish provides
fertilizer to rice, regulates micro-climatic conditions,
softens the soil, disturbs the water, and eats larvae and
weeds in the flooded fields; rice provides shade and
food for fish.
• Provides balanced food, reduced costs and labor, less
use of chemicals in the environment
Guru IB ESS TOPIC 3 71
75. • Inputs –requires input of small amounts of
urea, N,P,K and optional lime or manure
• System Characteristics – uses native fish,
polyculture using natural principles of
ecosystem interaction, sustainable
Guru IB ESS TOPIC 3 75
76. • Socio-cultural - tenant farmers improve income, in
china industrialization threatens its continued use
• Environmental Impacts – may use pesticides but
generally less than alternatives, reducing CH4
emissions compared to normal systems
• Outputs – fish and rice, 2 seasonal rice crops per
year
Guru IB ESS TOPIC 3 76
77. Norwegian Salmon Farms
• Norway and Chile produce 2/3 of the
world’s farmed salmon
• 60% of world’s salmon is farmed
• High input system of penned fish in ocean
areas or on land – depends on pellet food
derived from wild caught fish
• High density high waste systems
Guru IB ESS TOPIC 3 77
78. Norwegian Salmon farms
• Inputs – need pellets for feed made from
fishing for smaller fish in the ocean,
• System characteristics – monoculture –
disease susceptible so antibiotics used,
may selectively breed stocks, human
manipulated
• Socio-cultural – farming operations
provide local jobs, if effecting local
fisheries that effects jobs as well
Guru IB ESS TOPIC 3 78
80. • Environmental Impacts – 100,000’s
escape cultivation & threaten native fish,
farmed fish less effective reproducers than
natural but their offspring are more
successful
• Outputs – antibiotics, nutrients causing
eutrophication,
Guru IB ESS TOPIC 3 80
81. Fish change form
Fish enter rivers
and head for
spawning areas
Grow to smolt
and enter the ocean...
Grow to maturity
in Pacific Ocean
in 1-2 years
Eggs and young are
cared for in the hatchery
Fry hatch in the spring...
Fingerlings migrate downstream
In the fall spawning salmon
deposit eggs in gravel nests and die
Normal
Life
Cycle
Fingerlings
are released into river
And grow in the stream
for 1-2 years
Human capture
Salmon
processing
plant
Eggs are taken from adult
females and fertilized with
sperm “milked” from males
Modified
Life
Cycle
To hatchery
Guru IB ESS TOPIC 3 81
82. 3.5.4: Discuss the links that exist
between social systems and food
production systems.
Guru IB ESS TOPIC 3 82
84. • Shifting cultivation is an agricultural system
in which plots of land are cultivated
temporarily, then abandoned.
• This system often involves clearing of a piece
of land followed by several years of wood
harvesting or farming, until the soil loses
fertility.
What is Shifting Cultivation?
Guru IB ESS TOPIC 3 84
88. Extensive Subsistence Agriculture?
• Farmers who grow enough food for their
own use is the definition to extensive
subsistence agriculture.
• These farmers will grow many types of
crops and have different types of animals to
sustain their family need for food until the
next year planting season.
Guru IB ESS TOPIC 3 88
90. What is agribusiness?
• In agriculture, agribusiness is the business
of agricultural production.
• It includes crop production (farming and
contract farming), seed supply,
agrichemicals, breeding, farm machinery,
distribution, processing, marketing, and
retail sales.
Guru IB ESS TOPIC 3 90
96. Shifting Cultivation Extensive subsistence
farming
Agribusiness
-Slash and burn and its
widely used by those who
cannot afford other
methods of land clearance.
-Fertilizers in the soil will
last for a while and people
are force to move after it.
-Low population allows it
and affected by cultural
beliefs e.g. choice of site for
land clearance
-High demand for food due
to high population which in
turn allow for high labor
inputs and it require low
technology
-High rainfall and warm
temperatures support it
-Intensive subsistence
farming
-After WWII concern of
self-sufficiency raise and
smaller farms were
combined to create large
area of the same crops.
-Intensive farming to
produce food for
commercial use.
-Maxim productivity and
profit to compete in a
global market.
-High impacts on the
environment
Guru IB ESS TOPIC 3 96
97. Food Production Systems are
linked to social systems
• Modern US
– Developed, high tech, high fossil fuel input
– Value speed and convenience
– Capitalism based revenue generation
– Removed from food production so don’t see
negative results
– We are willing to compromise environmental
health for the benefits now from pesticides,
inorganic fertilizers, machine harvest etc.
Guru IB ESS TOPIC 3 97
99. 4% 2% 6% 5%
17% of total
commercial
energy use
Crops Livestock Food processing Food distribution and preparation
Food production
Guru IB ESS TOPIC 3 99
100. Think back to the rice-fish
system
• Tied to asian cultures as a historical
practice
• But asian culture is changing more
cosmopolitan more movement to cities
• Could threaten this model system
• It is a form that keeps soil fertility high in
areas with high population density this can
be used on the outskirts to maximize
production per area.
Guru IB ESS TOPIC 3 100
101. Can the green movement
• Swing our culture to sustainable food
production?
• People interested in organic foods
• Green production – boutique types of
grocers and restaurants
• Benefits the planet and trendy
Guru IB ESS TOPIC 3 101
102. Increase
High-yield
polyculture
Organic fertilizers
Biological pest
control
Integrated pest
management
Irrigation efficiency
Perennial crops
Crop rotation
Use of more water-
efficient crops
Soil conservation
Subsidies for
more sustainable
farming and
fishing
Decrease
Soil erosion
Soil salinization
Aquifer depletion
Overgrazing
Overfishing
Loss of
biodiversity
Loss of prime
cropland
Food waste
Subsidies for
unsustainable
farming and
fishing
Population growth
Poverty
Guru IB ESS TOPIC 3 102
110. Water Cycle
water cycle the continuous movement of water
between the atmosphere, the land, and the
oceans
• More than 2/3 of Earth’s surface is covered with
water.
• In the atmosphere, water occurs as an invisible
gas. This gas is called water vapor. Liquid water
also exists in the atmosphere as small particles
in clouds and fog.
• Earth’s water is constantly changing from one
form to another.
Guru IB ESS TOPIC 3 110
112. Water Cycle
evapotranspiration the total loss of water from an
area, which equals the sum of the water lost by
evaporation from the soil and other surfaces and
the water lost by transpiration from organisms
• Each year, about 500,000 km3 of water
evaporates into the atmosphere. About 86% of
this water evaporates from the ocean.
• Water vapor also enters the air by transpiration,
the process by which plants and animals release
water vapor into the atmosphere.
Guru IB ESS TOPIC 3 112
113. Water Cycle
condensation the change of state from a
gas to a liquid
• When water vapor rises in the
atmosphere, it expands and cools.
• As the vapor becomes cooler; some of it
condenses, or changes into tiny liquid
water droplets, and forms clouds.
Guru IB ESS TOPIC 3 113
114. Water Cycle
precipitation any form of water that falls to Earth’s
surface from the clouds; includes rain, snow,
sleet, and hail
• About 75% of all precipitation falls on Earth’s
oceans. The rest falls on land and becomes
runoff or groundwater.
• Eventually, all of this water returns to the
atmosphere by evapotranspiration, condenses,
and falls back to Earth’s surface to begin the
cycle again.
Guru IB ESS TOPIC 3 114
116. Water Budget
• In Earth’s water budget, precipitation is the
income. Evapotranspiration and runoff are the
expenses.
• The water budget of Earth as a whole is
balanced because the amount of precipitation is
equal to the amount of evapotranspiration and
runoff.
• However, the water budget of a particular area,
called the local water budget, is usually not
balanced.
Guru IB ESS TOPIC 3 116
117. Water Budget
Factors That Affect the Water Budget
• Factors that affect the local water budget
include temperature, vegetation, wind, and
the amount and duration of rainfall.
• The factors that affect the local water
budget vary geographically.
• The local water budget also changes with
the seasons in most areas of Earth.
Guru IB ESS TOPIC 3 117
118. Water Budget
Water Use
• On average, each person in the United States
uses about 20,890 gal of water each year.
• As the population of the United States increases,
so does the demand for water.
• About 90% of the water used by cities and
industry is returned to rivers or to the oceans as
wastewater.
• Some of this wastewater contains harmful
materials, such as toxic chemicals and metals.
Guru IB ESS TOPIC 3 118
119. Water Budget
Conservation of Water
• Scientists have identified two ways to ensure
that enough fresh water is available today and in
the future.
• One way is through conservation, or the wise
use of water resources.
• A second way to protect the water supply is to
find alternative methods of obtaining fresh water.
Guru IB ESS TOPIC 3 119
120. Water Budget
Conservation of Water, continued
desalination a process of removing salt from
ocean water
• Desalination is expensive and is impractical for
supplying water to large populations.
• Currently, the best way of maintaining an
adequate supply of fresh water is the wise use
and conservation of the fresh water that is now
available.
Guru IB ESS TOPIC 3 120
121. Conservation
• Voluntary conservation costs nothing – in
fact, it can save money
• Some conservation methods can be
enforced by law
– Florida has water restrictions
– Congress limited the water used by toilets
– These methods cost money to implement and
enforce
Guru IB ESS TOPIC 3 121
126. Stormwater Runoff
Porous surfaces
allow water to
soak into the
ground; solid
surfaces, such
as concrete
cause more
evaporation and
can push
pollutants into
river systems
Guru IB ESS TOPIC 3 126
129. River Systems
tributaries streams that flows into a lake or into a
larger stream
watershed (AKA basin) the area of land that is
drained by a river system
• A river system is made up of a main stream and
tributaries.
• The ridges or elevated regions that separate
watersheds are called divides.
Guru IB ESS TOPIC 3 129
133. River Systems
• The relatively narrow depression that a stream
follows as it flows downhill is called its channel.
• The edges of a stream channel that are above
water level are called the stream’s banks.
• The part of the stream channel that is below the
water level is called the stream’s bed.
• A stream channel gradually becomes wider and
deeper as it erodes its banks and bed.
Guru IB ESS TOPIC 3 133
134. River Systems
• River systems change continuously
because of erosion.
• In the process of headward erosion,
channels lengthen and branch out at their
upper ends, where run off enters the
streams.
Guru IB ESS TOPIC 3 134
135. River Systems
stream load the materials other than the
water that are carried by a stream
• A stream transports soil, loose rock
fragments, and dissolved mineral as it
flows downhill.
• Stream load takes three forms: suspended
load, bed load, and dissolved load.
Guru IB ESS TOPIC 3 135
137. River Systems
Stream Load, continued
• The suspended load consists of particles of fine sand
and silt. The velocity, or rate of downstream travel, of the
water keeps these particles suspended, so they do not
sink to the stream bed.
• The bed load is made up of larger, coarser materials,
such as coarse sand, gravel, and pebbles. This material
moves by sliding and jumping along the bed.
• The dissolved load is mineral matter transported in
liquid solution.
Guru IB ESS TOPIC 3 137
138. River Systems
Stream discharge the volume of water that flows
within a given time, expressed in m3 or ft/sec
• The faster a stream flows, the higher its
discharge and the greater the load that the
stream can carry.
• A stream’s velocity also affects how the stream
cuts down and widens its channel. Swift streams
erode their channels more quickly than slow-
moving streams do.
Guru IB ESS TOPIC 3 138
140. River Systems
Stream gradient the change in elevation over a
given distance
• Near the headwaters, or the beginning of a
stream, the gradient generally is steep. This
area of the stream has a high velocity, which
causes rapid channel erosion.
• As the stream nears its mouth, where the
stream enters a larger body of water, its gradient
often becomes flatter.
Guru IB ESS TOPIC 3 140
144. Evolution of Channels
meander one of the bends, twists, or curves in a
low-gradient stream or river
• When a river rounds a bend, the velocity of the
water on the outside of the curve increase.
However, on the inside of the curve, the velocity
of the water decreases. (ex. marching band)
• This decrease in velocity leads to the formation
of a bar of deposited sediment, such as sand or
gravel.
Guru IB ESS TOPIC 3 144
146. Evolution of Channels
Meandering Channels, continued
• As this process continues, the curve
enlarges while further erosion takes place
on the opposite bank, where the water is
moving more quickly.
• Meanders can become so curved that they
almost form a loop, separated by only a
narrow neck of land.
Guru IB ESS TOPIC 3 146
148. Evolution of Channels
Braided stream a stream or river that is
composed of multiple channels that divide and
rejoin around sediment bars
• Braided streams are a direct result of large
sediment load, particularly when a high
percentage of the load is composed of coarse
sand and gravel.
• Although braided streams look very different
from meandering streams, they can cause just
as much erosion.
Guru IB ESS TOPIC 3 148
150. Deltas and Alluvial Fans
delta a fan-shaped mass of rock material
deposited at the mouth of a stream; for example,
deltas form where streams flow into the ocean at
the edge of a continent
• A stream may deposit sediment on land or in
water.
• The exact shape and size of a delta are
determined by waves, tides, offshore depths,
and the sediment load of the stream.
Guru IB ESS TOPIC 3 150
151. Deltas and Alluvial Fans
alluvial fan a fan-shaped mass of rock material deposited
by a stream when the slope of the land decreases
sharply; for example, alluvial fans form when streams
flow from mountains to flat land
• When a stream descends a steep slope and reaches a
flat plain, the speed of the stream suddenly decreases.
As a result, the stream deposits some of its load on the
level plain at the base of the slope.
• Alluvial fans differ from deltas in that alluvial fans form on
land instead of being deposited in water.
Guru IB ESS TOPIC 3 151
152. Floodplains
floodplain an area along a river that forms
from sediments deposited when the river
overflows its banks
• The volume of water in nearly all streams
varies depending on the amount of rainfall
and snowmelt in the watershed.
Guru IB ESS TOPIC 3 152
154. Floodplains
Natural Levees
• When a stream overflows its banks and spreads
out over the floodplain, the stream loses velocity
and deposits its coarser sediment load along the
banks of the channel.
• The accumulation of these deposits along the
banks eventually produces raised banks, called
natural levees.
Guru IB ESS TOPIC 3 154
156. Human Activity
• Human activity can contribute to the size and
number of floods in many areas.
• Vegetation, such as trees and grass, protects
the ground surface from erosion by taking in
much of the water that would otherwise run off.
• Logging and the clearing of land for agriculture
or housing development can increase the
volume and speed of runoff, which leads to more
frequent flooding.
Guru IB ESS TOPIC 3 156
157. Human Activity
• Indirect methods of flood control include forest
and soil conservation measures that prevent
excess runoff during periods of heavy rainfall.
• More-direct methods include the building of
artificial structures that redirect the flow of water.
• The most common method of direct flood control
is the building of dams. Another direct method of
flood control is the building of artificial levees.
Guru IB ESS TOPIC 3 157
159. Life Cycle of Lakes
• Most lakes are relatively short lived in geologic
terms.
• Many lakes eventually disappear because too
much of their water drains away or evaporates.
• Lake basins may also disappear if they fill with
sediments. Streams that feed a lake deposit
sediments in the lake. The lake basin may
eventually become dry land.
Guru IB ESS TOPIC 3 159