UNIT+4+Period+2

.Period 2 Unit 4

= If there is ever a time when no homework is assigned - READ =


 * from the College Board:**

III. **Population** (10–15%)
 * A. **Population Biology Concepts** (chapter 8)
 * Population ecology; carrying capacity; reproductive strategies; survivorship
 * B. **Human Population**
 * 1. Human population dynamics (chapters 8 & 9)
 * Historical population sizes; distribution; fertility rates; growth rates and doubling times; demographic transition; age-structure diagrams
 * 2. Population size (chapter 9)
 * Strategies for sustainability; case studies; national policies
 * 3. Impacts of population growth (chapter 9)
 * Hunger; disease; economic effects; resource use; habitat destruction


 * Weekend HW 12/13/13 **

Chapter 8 CW 12/??/13 vocab quiz Growth Rate practice problems CW 12/??/13 Doubling Time practice problems
 * 1) read Opener
 * 2) read section 1, p. 173-176 and answer question #2
 * 3) read section 2, p. 177-180 and answer questions 1 & 2
 * 4) read Case in Point, p. 178-179 and answer question #8 at the end of the chapter
 * 5) VOCAB QUIZ MONDAY ON THESE TERMS: (if rotation allows)
 * population
 * population ecology
 * population density
 * growth rate
 * death rate (d)
 * immigration
 * birth rate (b)
 * emigration (e)
 * carrying capacity (K)
 * biotic potential / intrinsic rate of increase
 * exponential population growth

**VACATION HW** 1: Finish the practice problems if you need the practice. Can you do the following without trouble?

//r = b - d or r = (b - d) + (i - e)// 1. If an island has a population of 100,000 has 2,600 births per year and 800 deaths per year, what is its growth rate in percent per year?

2. If a population of 10,000 has 850 births per year and 530 deaths per year, what is its growth rate in percent per year?

3. If a population of 1000 elephants has 100 births per year and 300 deaths per year, what is its growth rate in percent per year?

4. What would be the growth rate be if 50 individuals entered the population and 80 individuals left the population stated in EACH of the situations above?


 * THIS WILL BE CHECKED FOR A HW GRADE **

2:

Finish the packet you started in class: Would you work for a penny? and Bacteria in a Syrup can Answer Thinking About the Environment question #5, p. 194. Do your best - incomplete or incorrect is way better than blank. **THIS WILL BE CHECKED FOR A HW GRADE**

3:

We've already reviewed section 3 Reporductive Strategies in class via the PP.
 * you should have made a table for the reproductive strategies (r- and K- selected) including features of each and examples of each
 * you should have an understanding of the likelihood of survival along each survivorship curve
 * Can you answer the folowing questions:
 * How do survivorship curves relate to r selection and K selection in animals? (Thinking About the Environment #10, p. 194)

4:

Read Human Population p. 182-185 and Demographics of Countries p. 185-186. Use the outline below to make notes. Make sure to look thoroughly at the outline, there are some questions from the book in there as well. Please make changes to the outline if you need to so that it works best for you.

**THIS WILL BE CHECKED FOR A HW GRADE**

Read Demoraphic Stages, p. 186-188; Age Structure of Countries, p. 188-191; and Demographics of the United States, including the Case in Point, p. 191-192. **THIS WILL BE CHECKED FOR A HW GRADE**

5:

Here is some MC review for Ch. 8.

**THIS WILL BE CHECKED FOR A HW GRADE**

**Weekend HW 1/3/14**


 * The Human Population - Too Many People?**
 * 1) Print these pages. You'll do some at home and we'll do some in class together.
 * 2) Background Information: read this part
 * 3) Graphing Procedure: DO NOT GRAPH YET - we'll do it in class together
 * 4) Analysis: answer the following questions, you don't need the graphs: # 1, 2, 7 (you already did this on your Td practice worksheet), 8, 9, 10, 11, 12
 * 5) Making Connections: Jot down a thought or two for each of these and then we'll make a more complete set of responses together in class.

When we return we'll watch a Nova video: World in the Balance. Here is some background for the documentary. You don't need to read this now. Read it the night before we watch it in class.



**Weekend HW 1/10/14**
 * 1) Read chapter 9 and use the note taking outline to take notes. As always, please feel free to modify it to best fit your style of note taking. Be ready to discuss in class.
 * 2) Answer the questions within the outline, even if you don't use the outline for your notes.
 * 3) Future of the Human Population models from last page of Ch 9 note taking outline. You'll present on small white boards in class.
 * 4) Please complete the study guide. Make sure to IDENTIFY ON YOUR STUDY GUIDE what you would like to discuss in class.
 * 5) read the Nova program description above. We'll watch the first part in class next week.



__CW next week__ > life: a balanced diet, clean water, decent shelter, and adequate clothing."
 * 1) Ch 9, first sentence: "Most people would agree that all people in all countries should have access to the basic requirements of
 * 1) in groups, discuss in terms of:
 * 2) whose responsibility is this?
 * 3) how do we ensure this?
 * 4) what might stand in the way of this?
 * 5) Review answers to questions from note taking outline for the first part of chapter 9, Population and Quality of Life
 * 6) Page 199 - summarize and rank in order which of the three you believe to be the leading cause, the second leading cause and the third leading cause.



__**Know these terms:**__
 * UNIT TEST on CHAPTERS 8 & 9 TUESDAY 1/15/14 **
 * 1) biotic potential
 * 2) intrinsic rate of increase
 * 3) logistic population growth

Here are the Short Answer possibilities for the Unit Test. You'll have to answer two of them for the Test. I'll pull two randon numbers at the beginning of class.
 * __Short Answer possibilities:__**


 * 1. To date, all highly developed and moderately developed countries with more advanced economies have gone through the demographic transition. Describe the four phases in this process in terms of the impact birth and death rates have on population growth during each stage. **


 * 2. Describe the shapes of three generalized age structure diagrams and how each can be used to predict the growth of a country. Be sure to label the three distinct age ranges and compare the proportions of people in each. A description of the shapes alone does not respond to the question. **


 * 3. Discuss the relationship between fertility rate and educational opportunities for women, and the relationship between fertility rate and marriage age. **


 * 4. Compare and contrast density-dependent and density-independent factors that affect population size. Include two examples of each type of factor. **


 * 5. Identify the stage in the demographic transition during which the death rate drops most dramatically. Discuss three reasons for the decline in death rates. **