Initiate an inquiry, class discussion or student investigation with the SPARK student source How do biodiversity and climate change affect smart agriculture solutions? This SPARK student source can be used as part of an activity that focuses on mechanical systems, technology and innovation in agriculture.

This student source can support the following specific learning outcomes in Science 30 Unit B: Chemistry and the Environment. Find a correlation of relevant learning outcomes to this individual activity in the Project and Activity Teaching Guide

 

CONCEPTUAL KNOWLEDGE

30–B1.9k Describe impacts on the biotic and abiotic components of the environment caused by acid deposition; e.g., lowered pH in water systems, accelerated corrosion, metal leaching from bedrock, the impact of leached metals on plants and the food chain

30–B1.2sts Explain how science and technology have both intended and unintended consequences for humans and the environment (SEC3) [ICT F3–4.1]

  • Identify and explain how human activities and natural events contribute to acid deposition in the environment

30–B2.3k Identify organic compounds commonly considered to be environmental pollutants; i.e., hydrocarbons, organic waste, CFCs, polychlorinated biphenyls (PCBs), dioxins and furans

30–B2.5k Identify and explain how human activities and natural events contribute to the production of photochemical smog, the depletion of the ozone layer and increased concentrations of organic compounds in the environment; e.g., driving a car, use of CFCs, agricultural practices

30–B2.1sts Explain how science and technology have both intended and unintended consequences for humans and the environment (SEC3) [ICT F2–4.8, F3–4.1]

  • Explain how the introduction of environmental contaminants, i.e., herbicides, pesticides, dichlorodiphenyltrichloroethane (DDT), CFCs, SO2(g), CO2(g), particularly persistent organic pollutants (POPs), affects living systems globally

30–B3.1sts Explain how science and technology have both intended and unintended consequences for humans and the environment (SEC3) [ICT F2–4.8, F3–4.1]

  • Explain the role of concentration in a risk-benefit analysis for determining the safe limits of particular substances; e.g., pesticide residues, chlorinated or fluorinated compounds

30–B3.3k describe alternatives to the use of chemical technologies; e.g., bioremediation for contaminated soil, biological controls for pests, biodegradable products

PROCEDURAL KNOWLEDGE

30–B1.4s Work collaboratively in addressing problems and apply the skills and conventions of science in communicating information and ideas and in assessing results

  • Prepare a group visual display explaining initiatives taken by industry to reduce emissions that can cause acid deposition (CT–SEC2) [ICT C1–4.4, P4–4.2]

30–B2.1s Formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues

  • Design an investigation of alternatives to the use of pesticides or herbicides (IP–ST2) [ICT C2–4.1]

30–B2.2s Conduct investigations into relationships among observable variables and use a broad range of tools and techniques to gather and record data and information

30–B3.2s Conduct investigations into relationships among observable variables and use a broad range of tools and techniques to gather and record data and information • debate the issue of whether protecting the environment should have priority over economic interests (PR–SEC1) [ICT C1–4.4, C2–4.2]

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