VCE Environmental Science

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What is the difference between bioaccumulation and biomagnification? Read an interesting article from the Scientific American - “Bald eagles succumb to poisin in rat eradication on Alaskan island” . Is this an example of bioaccumulation or biomagnification?

Local examples of bioaccumulation from the Australian government department of environment, water, heritage and the arts - uranium in freshwater mussles and fish in the Northern Territory. Bioaccumulation of copper and tungsten in northern Queensland. What types of toxins are most likely to bioaccumulate and biomagnify?

“Almost all mercury compounds are toxic and can be dangerous at very low levels in both aquatic and terrestrial ecosystems. Because mercury is a persistent substance, it can build up, or bioaccumulate, in living organisms, inflicting increasing levels of harm on higher order species such as predatory fish and fish eating birds and mammals through a process known as “biomagnification”. Although the long-term effects of mercury on whole ecosystems are unclear, the survival of some affected populations and overall biodiversity are at risk.” from Mercury and the Environment. Another resource about mercury in our environment here: “Methylmercury Contamination in Fish and Shellfish.” Health effects of mercury here: “Mercury in the body and health effects“.

Photo Source - Most of the anti-fluoride protest is scare-mongering and irrational - note the swastika!

As I will be with the Year 9/10 camp, at Rubicon during the first week back at school, you will need to work through Chapters 1 and 2 in class. The Area of study is pollutants, with case studies of mercury, sulphur and fluoride. In the previous post there are some worksheets for you to download and complete.

You may have heard about fluoride in the news recently - there have been bomb threats to Barwon South West Water and a Victorian MP is under police guard after fluoride has been intoruduced to Geelong’s water supply. Warrnambool received fluoride in the water supply last year after many months of contentious debate. Some people claim it is poison, while many scientists and dentists believe it reduces the incidence of tooth decay. Should we consider it as a pollutant?

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Over the two week study break and before you return to school on Monday 13th July, you need to have read Chapters 1 and 2 from the “Issues of Sustainability” textbook. This is an introduction to human health and the environmental effects of pollution in the air, water and soil. Try this worksheet to match various terms with their definitions: environmental-pollutants-worksheet.

Use the following to write notes about mercury, sulphur dioxide and fluoride: unit-4-pollutants-table

Paul Gilding (writer, advisor and advocate for action on climate change and sustainability) writes in his blog, “The Cockatoo Chronicles” the following…”I believe humanity has entered a period of great economic and social transformation, what I call the Great Disruption. The global economy has now hit its ecological and resource limits so it can grow no more, triggering the global ecological and economic crisis now unfolding as the current system breaks down. The exciting thing about this moment is that the crisis presents an historic and exciting opportunity to build a new approach to economic and social development for humanity.” You can hear him speak at an ABC forum here: Background Briefing: The Great Disruption.

 Another interesting article about the fate of humans on our planet, written by Peter Spinks, here: Doomed by Life.

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Pollution isn’t always so picturesque! Pollution in the air, water and soil is our Area of Study 1 topic, starting in term 3. We will do case studies of mercury (a heavy metal), suphur dioxide (gas) and fluoride. The Environmental Protection Authority of Victoria , National Pollutants Inventory , the CSIRO and the World Health Organisation are the best resources for this unit.

Check out this interesting article about the “Seldom-seen devastation of climate change“.

I hope you all studied hard and found the exam a fair test of your understanding of Unit 3. I will see you in Melbourne during your first week of work experience and look forward to visiting some of you in your work places. Have a great June holiday!

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Good luck in your exams next week. You may like to read through some revision tips here. The main things are to study hard, without distractions and look after yourself, with healthy food, adequate sleep and a calm attitude.

Enjoy work experience in Melbourne and I will see you at the beginning of Term 3. Next semester we will be starting Unit 4 - Pollution and Environmental Management Systems.

Samphire halosarcia  (Blackseed glasswort)

As I will be attending the school cross country event tomorrow (Tuesday, 26th May), I will not be in class. You are to go on with your Field Guide of Salt Marsh plants, including images, common and scientific names of plants you are likely to find in the wetlands at Killarney. There is a list in an earlier post to refer to. Make sure you have at least ten species to identify in the field.

You also have copies of three past exam papers to complete prior to the Unit 3 exam (2.45pm Wednesday 10th June). As June 8th is a public holiday for Queen’s birthday, I am proposing that we do a practise exam either next Monday (on our return for the salt marsh) or after school next Tuesday.

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The Convention on Biological Diversity, agreed to by 191 countries in 2004, stated that at least 10% of the world’s forests should be protected to allow sufficient protection of biological diversity. Currently, only 7.7% globally is protected, although regions of the Amazon, south-east Asia and Alaska have over 50% of their forests preserved. Read more here.

Your task is to create a virtual tour using Mapwing of the world’s Biodiversity Hot spots, using the map we have in class. You can do a virtual tour of the world’s Coral Reefs at Mapwing. 

Flickr  CC images converted to Panorama in Irfanview

United Nations declared Friday 22nd May as International Day for Biological Diversity, to increase awareness and understanding of biodiversity issues. This year, the theme is invasive alien species - one of the greatest threats to biodiversity, and to the economic and ecological well-being of society and the planet. More information from the ARKive newsletter and the Convention on Biological Diversity.

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The following are the genus names of some of the food plants of the Orange Bellied Parrot, that we will be identifying at Killarney on Monday. Get a picture of each of these plants, so you can identify them on our excursion. Remember to bring a digital camera or mobile phone to take pictures of plants we cannot identify. Other equipment required includes: tape measures, metre rulers, clipboards, pencil, field guides for coastal vegetation and suitable footware for wet ground.

 Sarcocornia
Halosarcia
Sclerostegia - (glassworts)
Chenopodium - (goosefoot)
Atriplex - (saltbushes)
Frankenia - (sea-heath)
Suaeda - (sea blight)