My AP Biology Thoughts

My AP Biology Thoughts  

Unit #: 8

Welcome to My AP Biology Thoughts podcast, our names are Ramit Dasika, Flavio D’Attilio, Samy Leroux, Landon Schafer, Colin Fahmy and we are hosting this episode called Unit 8 Ecology AND  Today we will be discussing The war between Ukraine and Russia has caused mass destruction to many ecosystems through bombings and other weaponry and how it relates to the AP Biology Curriculum. 

Segment 1: Overview of Topic

•  War 
• The war between Ukraine and Russia has caused mass destruction to many ecosystems through bombings and other weaponry
• 
  

Segment 2: Evidence that supports 

• It causes forest fires- Samy
• During the process of runoff, the harmful chemicals are collected in rivers nearby. This causes the  water sources contaminated due to chemical leakage from destroyed industrial plants-Ramit
• During the Russia-Ukrainian War, the Russian soldiers damaged and looted fire engines, computers, and radiation monitoring equipment, while leaving mines and munitions spread across the exclusion zone.-Flavio
• “In the Donbas region, wrecked sewage works gush their contents into rivers and damaged pipelines fill wetlands with oil.”- Landon
• “Most of the exclusion zone was damaged by the invasion and may be contaminated with unexploded ordnance and mines,” according to Oleksandr Galushchenko, director of the biosphere reserve. The larger mammals that constantly move around the reserve – wolves, deer, brown bears, lynx, elk, and recently reintroduced bison – are at particular risk, he says.”-Samy
• “The forests in the zone remain a radioactive tinderbox that, in the event of fires, could send radioactive isotopes on the winds towards Kyiv. The risks of that happening are now much greater, says the UNCG’s forest campaigner Yehor Hrynyk. With fire-fighting equipment looted and much of the exclusion zone dangerous for firefighters to enter, some 65,000 acres has burned since the invasion, and fires continue to smolder in underground peat.”-Colin
• “Many industrial plants are damaged or abandoned;wrecked sewage works gush their contents into rivers; damaged pipelines are filling wetlands with oil; and toxic military scrap is spread across the land.”- Flavio
• “A particular concern is the many coal mines abandoned after 2014. With pumping of water halted, they have so far released some 650,000 acre-feet of polluted mine water into the environment,...

My AP Biology Thoughts  

Unit #: 8- Disruptions to Ecosystems

---------------------------------------------------------------------------------------------------------------------------------------------------

Jaiden: Welcome to My AP Biology Thoughts podcast, our names are Jaiden, Adam, and Reena and we are your hosts for this episode called Unit 8, Human Stupidity and Single Use Plastics. Today we will be discussing how single use plastics cause disruptions to the ecosystem and how it relates to the AP Biology Curriculum. 

The Podcast will be broken up into three segments. The first segment will show the general overview of single-use plastics and the second segment will show how these plastics impact the environment and why it relates to the AP Biology Curriculum. Finally, segment three will discuss how we can contribute and reduce single use plastics.

Segment 1: Overview of Topic

• Plastic pollution has become one of the most pressing environmental issues
• According to the Environmental Protection Agency, Americans generated 35.7 million tons of plastic in the United States. 
• Single use plastics are plastics that are used for a brief period of time, before they are thrown away. These include plastic straws, spoons, bottles, and bags
• Microplastics are extremely small pieces of plastic debris. They are generally about five millimeters, or approximately the diameter  an eraser on a #2 pencils,  in length to be considered microplastics

Segment 2: Just how much harm is plastic causing 

• Some plastics such as Chlorinated plastics is harmful for the soil around it along with water sources making it harder for organisms to grow
• It takes 1,000 years for a plastic bag to degrade in a landfill. However, the plastic does not degrade completely but instead becomes microplastics that absorb toxins and continue to pollute the environment.
• An estimated 13 million plastic tons are thrown into the ocean each 
• These small plastic particles may harm our health once they have entered our bodies. Plastic products contain chemical additives. A number of these chemicals have been associated with serious health problems such as hormone-related cancers, infertility and neurodevelopmental disorders like ADHD and autism.
• There are now 5.25 trillion macro and micro pieces, weighing up to 269,000 tonnes. This is because every day, around 8 million pieces of plastic make their way into our oceans.
• Unlike some other kinds of waste, plastic doesn't decompose. That means plastic can stick around indefinitely, wreaking havoc on marine ecosystems. Some plastics float once they enter the ocean, though...

Welcome to My AP Biology Thoughts podcast, our names are Olivia, Anushka, Mea, and Hana and we are your hosts for the Unit 8 Ecology-the Isle Royale Study podcast. Today we will be discussing the Isle Royale Study and how it relates to the AP Biology Curriculum. 

• Camping —> DOCTAH guise —-> isle royale —-> us listening to him talk :)

• Winter controls the ticks (kills them all if cold temperature) 
• Provide ex of trophic cascading 
• Predator prey talk abt it
• Human interaction/interference (trails, being on/off) 
• Coloring of the wolves 
• Talk abt winter study (break island into quadrants and take populations #’s) 

• Predator-prey relationship:  
• Trophic structure: a flow of energy between organisms in an ecosystem 
• Energy flow 
• Parasitic 
• Importance of genetic diversity

Thank you for listening to this episode of My AP Biology Thoughts. For more student-ran podcasts and digital content, make sure that you visit www.hvspn.com. 

• "Ice Flow" Kevin MacLeod (incompetech.com)
• Licensed under Creative Commons: By Attribution 4.0 License
• http://creativecommons.org/licenses/by/4.0/

Apple Podcasts

Spotify

Google Podcasts   

YouTube 

Twitter

Welcome to My AP Biology Thoughts podcast, my name is Alex, here with Raelynn and Samiyah and we are your hosts for today’s episode, coming from Unit 8 - our Ecology unit. Today we will be discussing bee conservation.

• According to the US Department of Agriculture: “One out of every three bites of food in the United States depends on honey bees and other pollinators. Honey bees pollinate $15 billion worth of crops each year, including more than 130 fruits and vegetables. Managed honey bees are important to American agriculture because they pollinate a wide variety of crops, contributing to food diversity, security and profitability.”
• Pollinators - support plant populations
• Food crops as well as wild plants

•  “Declines in bumble bee species in the past 60 years are well documented in Europe, where they are driven primarily by habitat loss and declines in floral abundance and diversity resulting from agricultural intensification.” (According to researchers from the University of Stirling)
• loss of habitats because of farming + urbanization
• Habitat fragmentation can impact surviving populations through genetic isolation (which causes inbreeding and makes population less genetically diverse, making them more susceptible to diseases)
• University of London (an issue of Apidologie): habitat loss is the “most universal and high impact factor driving bee declines.”

https://www.ehn.org/monoculture-farming-is-not-good-for-the-bees-study-2639154525.html 

https://abcnews.go.com/International/monoculture-farming-modern-day-agriculture-killing-bees-scientists/story?id=80536659 

• Climate Change
• University of London (an issue of Apidologie): Change in temperature and weather patterns due to climate change can significantly impact bee populations
• Additionally, loss of habitat due to rising sea levels can also cause negative impacts 
• stats
• University of Maryland: October 2018 - April 2019:

Welcome to My AP Biology Thoughts podcast, my name is Xavier and I am with Celine and Sofie and we are your hosts for Unit 8 Ecology-Birds of Paradise Mating Rituals. Today we will be discussing Birds of Paradise Mating Rituals and how it relates to the AP Biology Curriculum. 

We want to thank our sources for the information presented in this podcast episode today which include National geographic and BBC Earth. You can find the citations and links to these sources in the show notes.

• The birds of paradise are some of the most fascinating birds in the world, from their wide range of behaviors and striking coloration of the males, I would love to ask you some specific questions about them. I have looked over many different species and their behavior, but I am particularly interested in the elaborate mating displays performed by male birds of paradise.
• Of course, let me begin with a bit of background on the species. Birds of paradise are members of the family Paradisaeidae (Para-dice-see-a-die), which researchers think evolved on the island of New Guinea. The family is comprised of 43 species, most found on the island of New Guinea. Two species are found only in the Moluccan Islands to the west of New Guinea, and four others are found mainly in northeastern Australia. The family of birds includes astrapias, manucodes, paradisaeas, parotias, riflebirds, and sicklebills.

• I know many species of birds are sexually dimorphic but what does this mean for the bird-of-paradise 
• Yes, this means the males and females have different appearances. So the males have elaborate feather patterns that they use in their mating displays while the females of these species have a more dull and camouflaged appearance 
• So while the females are watching the Males perform these displays what is their key concern when choosing which male to mate with? 
• The female choice appears to be based on the vigor of the males’ display meaning their physical strength and health. Which can be seen in the condition and color of his feathers. 
• So the female chooses a vigorous mate, ensuring that her offspring will also be relatively healthy. 
• Exactly, the strongest, most brightly-feathered males have a better chance of attracting the females, while less attractive males may be overlooked. 
• I was most interested in a species of male Superb bird-of-paradise with their dark black cape feathers and almost like a “psychedelic smiley face.” The way he snaps his tail rhythmically slowly, flashing a breastplate of iridescent like feathers. I’m sure the female’s prefer their beautiful feathers.
• Like I had mentioned it really depends on what the female wants to pass on to her children. This is their key concern...

Welcome to My AP Biology Thoughts podcast, my name is kyle along with my handsome cohosts Shrithik, saahtih and gabe and we are your hosts for this episode , Unit 8 Ecology-Chimps in Uganda. Today we will be discussing Chimps and how they relate to the AP Biology Curriculum. 

•  Chimps in Uganda
• 98% share dna with humans 
• They move around and live in communities of individuals similar to humans
• Don't travel in groups like gorillas or other monkeys
• Around 1500 chimps in uganda live in 13 different communities inside the khabale forest with 5000 total in the country 
• Type 1 survivorship rate 
• K-selected species 

“You can also track chimps in Kyambura Gorge, Kalinzu Forest, Budongo Forest and in the Semliki Valley. Most of our Uganda holidays focus on Kibale, which has a very high success rate for sightings, and the atmospheric Kyambura Gorge in Queen Elizabeth National Park, where sightings are less certain but the scenery is spectacular.” 

• People have the hobby of following the chimps 
• Watching these communities shows the similarities of our survivorship and how they are K selected -
• K selected mean long term babies taking care of infants  
• Type 1 species 
• Population growth (exponential vs logarithmic)
• Natural limiting factors of population - Habitat loss, leopards
• How human activity affects chimp population - Hunting for bushmeat, pet trade and poaching and deforestation

•  These chimps relate to topic 8.3, population ecology in the AP biology curriculum.
• The chimps provide an example of organisms changing in order to respond to their environment as they have opposable thumbs like humans in order to help grasp and climb trees which indirectly helps them obtain energy
• The fact that the chimps have large group sizes, small body sizes and dietary flexibility increases their adaptive capacity to contribute to the success of their population in their habitat.
• The chimps eat figs, fruits, nuts, insects and even bark

Thank you for listening to this episode of My AP Biology Thoughts. And another thanks to our sources, lonely plant.com, responsible travel, and worldwildlife.com.  For more student-ran podcasts and digital content, make sure that you visit

Welcome to My AP Biology Thoughts podcast, my name is Beth Hooks, Emilie Sawicki, and Nick Bailey, and we are your hosts for episode # called Unit 8 Ecology-Costa Rican Leatherback Sea Turtles. Today we will be discussing the disappearance of Costa Rican Leatherback Sea Turtles and how it relates to the AP Biology Curriculum. 

•  Leatherback sea turtles are one of the most ancient reptiles, as well as the most endangered sea turtles. Their habitat spans from the North Atlantic to the south pacific. Their lifespan is estimated to be 50 years or more. They feed on open ocean prey such as jellyfish and salps (NOAA.org). 
• Their nesting beaches are generally located in tropical latitudes, especially in Trinidad and Tobaago, the West-Indies, Gabon, Costa Rica, and on the Pacific coast of Mexico (NOAA.org).
• The greatest threats worldwide are incidental capture in fishing gear, hunting of turtles, and collection of eggs for human consumption. Climate change, loss and degradation of nesting and foraging habitat, ocean pollution, and vessel strikes also pose a threat to the population (NOAA.org).
• The Leatherback Sea Turtles are listed as endangered under the Endangered Species Act (NOAA.org). 

• The turtles have had a 40% mortality rate in the returning adult population over the last 8 years. This data was obtained by fitting turtles with satellite transmitters and following their migration. Many disappear, and it is believed that mostly because they get stuck in fishing lines (World Turtle Trust). 
• Projects that monitor nesting sites conduct nightly census work and fit nesting turtles with Passive Integrated Transponders. Projects that protect nests from poachers attempt to maximize the number of hatchlings that survive (World Turtle Trust). 

•  The jellyfish population is increasing due to rising global temperatures. This suggests that energy sources are not the problem. The population curve of a predator generally follows the population curve of their prey, so if the jellyfish population increases, this means that the turtle population should increase. However, since so much ocean pollution is present in the form of plastic bags and turtles often mistake them for jellyfish, the jellyfish population may be increasing due to less predation (Lamb, 2017). 
• Climate change has caused new predators to migrate to places where sea turtles are. This has begun to cause a trophic cascade in some environments that affects the phosphorus content of the sea grass (BurkHolder, Heithaus, Fourqurean, Wirsing, Dill, 2013). 
• Additionally, the migration of these turtles is an innate behavior. An innate behavior...

Welcome to My AP Biology Thoughts podcast, our names are Sofia, Addie, Gillie, and Diana, and we are your hosts for the episode called Unit 8 Ecology- Marine Life on the Catalina Coast. Today we will be discussing Marine Life on the Beautiful Catalina Coast and how it relates to the AP Biology Curriculum. We want to thank our sources for the information presented in this podcast episode today which you can find the citations and links to these sources in the show notes.

• Have you ever heard of the film Step Brothers? Perhaps… the Catalina Wine Mixer? While this is a great film in movie history, it does not correctly portray the true biodiversity of the Catalina Coast.
• Now that you’re speaking about it, I remember looking up the Catalina Coast a while back and getting really intrigued by all of the stuff I was finding. I went down a rabbit hole for like three hours. I didn’t even know there was that much to look at. I might have to plan a vacation there.
• I’m not going to lie I tend to stay away from the water because to quote Raven “I can’t swim” 
• And not to mention all the animals…. The ocean is a mystery that I do not wanna explore
• But nonetheless, here we are today learning about the insane vastness of biodiversity
• The Catalina Coast is located 23 miles off the coast of Southern California. If you’re taking a helicopter, you can get to the Catalina islands in 15 minutes. It is a part of the Channel Islands archipelago and is one of the four southern channel islands

•  Catalina Coast is the home of the Blue Cavern Onshore State Marine Conservation Area
• If I remember correctly, Katy Perry says, “nothing comes close to the (I’m sure) Blue Cavern Onshore State Marine Conservation Coast”, and that includes humans, as it is a conservation
• For the record, Sofia is not remembering this line correctly, but the idea is there.
• More than 60 endemic species… meaning they are only found in the Catalina Coast region
• Conservationists are working to preserve these endemic species to maintain the genetic diversity of this region
• Ensuring that each species can adapt to environmental factors
• Since Sofia wanted to quote Katy Perry, I’ll quote a super underground artist that you guys definitely wouldn’t know…. They’re called the Four Preps…… They sang a song called 26 miles (Santa Catalina)
• So anyway, they talk about how it's only 26 miles from Cali baby and it's full of romance.

Welcome to My AP Biology Thoughts podcast, my name is Angelina and my name is Emily and we are your hosts for the Unit 8 Ecology podcast on the Great Pacific Garbage Patch and Its Impacts on Wildlife. Today we will be discussing the Garbage Patch’s harmful effects on aquatic life and how it relates to the AP Biology Curriculum. 

https://www.nationalgeographic.org/encyclopedia/great-pacific-garbage-patch/ 

Background info: 

• The patch is a vortex of plastic waste and debris which is very calm and stable but surrounded by four currents that sweep debris into the center 
• Two distinct collections of debris, the Western and Eastern Garbage Patches 
• Pacific: Garbage is spun and linked together by the North Pacific Subtropical Convergence Zone, where warm water ( South ) meets cool water ( Arctic )
• Much of the debris is not biodegradable and has taken a significant toll on the aquatic wildlife 
• Most of the debris is plastic, which is not biodegradable but rather breaks down into microplastic particles

https://theoceancleanup.com/great-pacific-garbage-patch/ 

• According to National Geographic, oceanographers and ecologists discovered that about 70% of marine debris sinks to the ocean floor, so the patch may also be an underwater heap of trash 
• Marine debris is known to be harmful to wildlife 
• Ex: Loggerhead sea turtles often mistake plastic bags for jellyfish 
• Ex: Albatrosses mistake plastic pellets for eggs and feed them to their chicks, which then die of starvation or ruptured organs 
• Ex: Seals and other animals get entangled in abandoned nets and other waste 
• hear about turtles a lot because of many companies movements to stop using straws, but we dont always hear about the other species being affected so it is definitely important to learn about these organisms as well
• BIG ONE: Marine debris can disturb marine food webs
• As microplastics collect near the ocean’s surface, they block sunlight which prevents plankton and algae to...

Welcome to My AP Biology Thoughts podcast, my name is Keenan Wallace and I am your host for this episode called Unit 8 Ecology-Threatened Rhinos in South Africa. Today we will be discussing South African Rhino Poaching and how it relates to the AP Biology Curriculum. 

•  numbers poached rising in recent years:
• 13 Rhinos poached in 2007, peaked in 2015
•  1175 Rhinos killed in south africa in 2015 (more than 3 a day),
•  number poached has since declined with 394 killed in 2020
• Rhino population has decreased from 1 million in the 1800s to only 27,000 in the wild today.
• Rhinos are a keystone species: They play an integral role in their ecosystem and many other species in the ecosystem depend on their presence

•  Rhinos are so large that they actually Geo-form: change the land around them
• Rhinos often wallow in mud to keep cool and ward off insects. 
• This helps maintain waterholes
• When the rhinos get out they track the fertile, nutrient rich soil that accumulates in waterholes far and wide, distributing the nutrients. 
• Rhino dung supports other species and food chains
• Rhino dung fertilizes soil
• Dung beetles lay their eggs in rhino dung, which also supports species that eat the beetle larvae
• A number of bird species rely on Rhino dung for insects and seeds. 
• Rhinos support fly and tick species as well as animals that eat them, like terrapins (a kind of turtle) and oxpeckers (the iconic symbiotic relationship)
• Keep grass short, allowing plant species that can’t survive among long grass to thrive.

•  Without rhinos, all of these roles would be left unfilled and with its foundation gone the ecosystems would begin to collapse. (keystone species)
• When you hear about rhino conservation, this is why it matters. 

Thank you for listening to this episode of My AP Biology Thoughts. For more student-ran podcasts and digital content, make sure that you visit