Homemr. Mac's Virtual Existence

19-04-2021
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  1. Homemr. Mac's Virtual Existence Key
  2. Homemr. Mac's Virtual Existence Virtual Reality
  3. Homemr. Mac's Virtual Existence Software
  4. Homemr. Mac's Virtual Existence Reality
IB Environmental Systems and Societies‎ > ‎Topic 2: Ecosystems & Ecology (25 hours)‎ > ‎

2.2 Communities & Ecosystems

2.1 Species & Populations
  • The interactions of species with their environment result in energy and nutrient flows.
  • Photosynthesis and respiration play a significant role in the flow of energy in communities.
  • The feeding relationship of species in a system can be modeled using food chains, food webs and ecological pyramids.
  1. A community is a group of populations living and interacting with each other in a common habitat.
    An ecosystem is a community and the physical environment with which it interacts.
  2. Respiration and photosynthesis can be described as processes with inputs, outputs and transformations of energy and matter.
  3. Respiration is the conversion of organic matter into carbon dioxide and water in all living organisms, releasing energy. Aerobic respiration can be represented by the following word equation.glucose + oxygen -> carbon dioxide + water + energy
  4. During respiration, large amounts of energy are dissipated as heat, increasing the entropy in the ecosystem while enabling organisms to maintain relatively low entropy and so high organization.
  5. Producers in most ecosystems convert light energy into chemical energy in the process of photosynthesis.
  6. The photosynthesis reaction can be represented by the following word equation.carbon dioxide + water + energy -> glucose + oxygen
  7. Photosynthesis produces the raw material for producing biomass.
  8. The trophic level is the position that an organism occupies in a food chain, or the position of a group of organisms in a community that occupy the same position in food chains.
  9. Producers (autotrophs) are typically plants or algae that produce their own food using photosynthesis and form the first trophic level in a food chain. Exceptions include chemosynthetic organisms that produce food without sunlight.
  10. Feeding relationship involve producers, consumers and decomposers. These can be modeled using food chains, food webs and ecological pyramids.
  11. Ecological pyramids include pyramids of numbers, biomass and productivity and are quantitative models that are usually measured for a given area and time.
  12. In accordance with the second law of thermodynamics, there is a tendency for numbers and quantities of biomass and energy to decrease along food chains; therefore, the pyramids become narrower towards the apex.
  13. Bioaccumulation is the build-up of persistent or non-biodegradable pollutants within an organism or trophic level because they cannot be broken down.
  14. Biomagnification is the increase in concentration of persistent or non-biodegradable pollutants along a food chain.
  15. Toxins such as DDT and mercury accumulate along food chains due to the decrease of biomass and energy.
  16. Pyramids of numbers can sometimes display different patterns; for example, when individuals at lower trophic levels are relatively large (inverted pyramids).
  17. A pyramid of biomass represents the standing stock or storage of each trophic level, measured in units such as grams of biomass per square meter (g m-2) or Joules per square meter (J m-2) (units of biomass or energy).
  18. Pyramids of biomass can show greater quantities at higher trophic levels because they represent the biomass present at a fixed point in time, although seasonal variations may be marked.
  19. Pyramids of productivity refer to the flow of energy through a trophic level, indicating the rate at which that stock/storage is being generated.
  20. Pyramids of productivity for entire ecosystems over a year always show a decrease along the food chain.
Applications and Skills
  1. Construct models of feeding relationship - such as food chains, food webs and ecological pyramids - from given data.
  2. Explain the transfer and transformation of energy as it flows through an ecosystem.
  3. Analyze the efficiency of energy transfers through a system.
  4. Construct system diagrams representing photosynthesis and respiration.
  5. Explain the relevance of the laws of thermodynamics to the flow of energy through ecosystems.
  6. Explain the impact of a persistent or non-biodegradable pollutant in an ecosystem.
  1. The distinction between storages of energy illustrated by boxes in energy-flow diagrams (representing the various trophic levels), and the flows of energy or productivity often shown as arrows (sometimes of varying widths) needs to be emphasized.
  2. Details of chloroplasts, light-dependent and light=-independent reactions, mitochondria, carrier systems, adenosine triphosphate (ATP) and specific intermediate biochemicals are not expected.
  3. Biomass, measured in units of mass (g m-2), should be distinguished from productivity, measured in units of flow (g m-2 yr-2or J m-2 yr-2).
  4. 'Pyramid of biomass' refers to a standing crop (a fixed point in time) and a 'pyramid of productivity' refers to the rate of flow of biomass or energy.
  • Community
  • Ecosystem
  • Processes
    • Photosynthesis
      • Chemosynthesis
    • Respiration
      • Aerobic
      • Anaerobic
    • Transfer
    • Transformation
    • Input
    • Output
  • Energy
    • Entropy
  • Matter
  • Food chain/web
    • Trophic level
  • Autotroph
    • Producer
  • Heterotroph
    • Consumer
    • Decomposer
  • Ecological pyramid
    • Numbers
    • Biomass
    • Productivity
  • Bioaccumulation
  • Biomagnification
  • Pages 64-78
    • To do (p.66)
    • ToK (p.69
    • To do (p.69)
    • To do (p.70)
    • To do (p.71)
    • To do (p.74)
    • To think about (p.74-75)
    • To do (p.75)
    • Case Study (p.75)
    • To do (p.76)
    • To think about (p.77)
    • To do (p.78)
A detailed set of notes, created by Stephen Taylor, examining U1 - U8 and A1 - A4.
A series of questions, created by Stephen Taylor, to help check your understanding of the IB learning expectations. This is VERY GOOD practice.
Bioknowledgy Notes (Not available)
A detailed set of notes, created by Chris Paine, examining all of the IB learning expectations.
Bioknowledgy Study Questions (Not available)
A series of questions, created by Chris Paine, to help check your understanding of the IB learning expectations. This is VERY GOOD practice.
Learning Activities
This activity, prepared by McGraw-Hill, will help you better understand the relationships between organisms in a food chain and how pyramids of numbers and energy can help model a system (K&U8-12 and A&S1-3).
This activity, prepared by McGraw-Hill, will help you better understand the different types of organisms that live in different biomes around the world. The better your understanding of these organisms, the higher the score you'll be able to achieve.

This reading outlines the ecologic structure of food chains and how they transfer energy through a system. The reading finishes with a look at productivity which is part of 2.3 Energy and Matter.
Must Watch Videos

'2.2 Communities & Ecosystems' by NicheScience (6:24)

This video outlines concepts K&U 1-7 and A&S 4.

'Food chains and webs' by NicheScience (8:58)

This video outlines concepts K&U 8-10 and A&S 1-2.

'Ecological Pyramids' by NicheScience (12:30)

This video outlines K&U 11-20 and A&S 2-3, 5-6.


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Homemr.

Queer and Trans Culture

This page is for YOU.

ACCI is a welcoming and inclusive environment, and we not only strive to remove all barriers that may hinder your academic success, but to help you through what can sometimes be a very challenging time in your life…

…because high school is tough enough when you fit the mould and feel like you belong.

Well guess what?

While Queer and Trans Culture @ ACCI acknowledges the existence of a “mould” or “standard”, we also try to flip our thinking to believe the mould doesn’t really exist.

So, while acknowledging your lived experiences, in our eyes you already FIT, and you already BELONG (and you always have).

To be honest, the very idea of “creating an inclusive environment” isn’t in reference to anyone being different from the mainstream–it’s a reference to the fact that WE ARE ALL DIFFERENT.

And what’s “the mainstream” anyway?

Before you read further, click on this link for a discussion about Queer and Trans definitions, as well as an exploration of sexuality and gender:

What’s in a Word?

…on the other hand, the reality is that you may not feel welcome or included in the school community…or at home…or in media and society, and that’s why this discussion is important.

This page is an online resource specifically to help queer and trans students, as well as those who want to support those who identify as queer or trans.

This page has FIVE parts:

  1. Resources
  2. What’s in a Word?
  3. Your Truth: Coming Out
  4. 10 Ways to be an Ally, and a Friend
  5. Your Legal Rights!

Part 1: Resources

Homemr. mac

Here are a few resources for you. All of the sites are ever-changing, and each has something to offer. In the Time of COVID, the links that are listed first are offering resources specific to this time.
Click on a link for more info:

Homemr. Mac's Virtual Existence Key

  • HRC.org (Human Rights Campaign)
  • EMYS.on.ca (East Metro Youth Services)
  • Support (on MrMacOnline)

As always, if you have any questions or concerns, you are encouraged to reach out to the adults in your life, and you can always send a message to Mr. Mac!

Part 2: What’s in a Word?

LGBTQ+. Hmm, why are there so many letters, and what do they mean? The intent of the letters LGBTQ+ is to include as many queer and trans terms, and to recognize room for ever-changing dialogue and understanding. Here’s a great article from Kid’s Help Phone:

What Does it Mean?

In basic understanding, LGBTQ+ (which is one of the most common references) stands for Lesbian, Gay, Bi, Transgender, Questioning/Queer. People often add “2S” (Two Spirited) as well. Of course, that’s only a portion of the rainbow. Sometimes you’ll see LGBTQ2S+ (like in this page), or even LGBTQQIP2SAA, which refers to:

Lesbian…Gay…Bisexual…Transgender…Queer…Questioning…Intersex…Pansexual…2 Spirited…Androgynous…Asexual

Software

But what about Gender-Non-Conforming? Curious? Gender Fluid? Non-Binary…and the list goes on, which brings us back to the reason for saying LGBTQ+ (where the + means “including and valuing those terms of identity not addressed”).

Thanks to the internet, you can explore how and where YOU fit into the spectrum.

Really, it comes down to YOU and HOW you identify– and and how you CHOOSE to be addressed (if it’s even anyone’s business anyway…). You live in a world where information is readily available, and easily accessed. Use the Google and community resources to develop your understanding.

Homemr. Mac's Virtual Existence Virtual Reality

Part 3: Your Truth: Coming Out

Your truth is very important. Also the definition of your truth may be different from someone else. This refers not only to how you identify, but to those in your life who know your truth.

Homemr. Mac's Virtual Existence Software

  • Do your PARENTS know your truth?
  • Do your FREINDS know your truth?
  • Do your TEACHERS know your truth?
  • Wait a sec, do YOU know your truth?

It’s probably a good exercise to first understand who you are and how you fit into the world (see Part 2), with the understanding that much of it is fluid and may change throughout your life, as you change, and as your awareness of who you are develops.

Btw, your truth is YOURS, and it’s important for you to know that if you want your truth to remain inside you, that’s fine. If you want to share your truth with the people in your home or school life, that’s fine. The fact is, even if you don’t think you are in control of your truth (whether due to family dynamic or expectations, or societal pressure), you have some level of control. Online support is always available through your teachers (hey, that’s me, and the Admin, and Guidance), and organizations like Youthline and Kid’s Help Phone.

Since each person’s journey is different, and many teenagers are on the side of the spectrum where they live in secrecy and isolation, the question of when–and HOW–to come out (to yourself, to your parents, to your friends…) is a big one. So, is it a good idea to come out during the current Stay-At-Home Order, when there is less chance to escape the family dynamic? Unfortunately, that’s a decision YOU have to make. Here is a current blog post from a Kitchener, Ontario youth service OK2BME.ca. It discuss the challenge of coming out to your parents–which is hard under the best of times.

OK2BME.ca: Coming Out to Parents,
by Washington Silk (April 29, 2020)

Part 4: How to be an Ally and Friend

This link outlines how to be a good ally–because, really, the onus shouldn’t be on someone to advocate for their truth. Instead, the onus is on all of us to make sure we create a community of openness and freedom.

10 Ways to be an Ally and a Friend

Part 5: Your Legal Rights!

Do you see the exclamation mark at the end of the title above?

exclamation mark: punctuation used to indicate strong feelings of high volume (shouting) to show emphasis…

Yeah, shout it as loud as you can. The Canadian Human Rights Act specifically includes sexual orientation as one of the prohibited grounds of discrimination in this country. This inclusion was a clear declaration by Parliament that gay, lesbian and bisexual (and the rest of the LBGTQ alphabet) Canadians are entitled to “an opportunity equal with other individuals to make for themselves the lives they are able and wish to have…”

If you ever feel that you are being denied an opportunity, or treated differently because of your truth, you can follow the “grounds of discrimination” link above, or contact the folks at Egale Canada. In fact, their site is probably one of the most comprehensive resources at this time because it talks about all of the topics on this page–and more!

Egale Canada

Homemr. Mac's Virtual Existence Reality

Egale.ca has an updated website that talks specifically about the challenges people are facing during this time of closure.