...The Arctic Fox By Rebekah K, Grade 3 Project due, January 23, 2011 The Arctic Fox is a cute ball of white fluff. They are the size of a cat. They have short ears and legs; they have fur on the bottom of their feet, to keep their feet warm when they walk in the snow. Their fur coats are white in the winter months; this helps them blend in with the snow to protect them from their enemies. Brown – grey in the summer months, so then they look like the rocks and plants that grow in the tundra. The fox has a big bushy tail that they use for balance just like a cat. They also use their long bushy tail to keep them warm when they are sleeping. They have cute little faces, with a black nose and pretty brown eyes. They are one of my favorite animals. The Arctic fox lives in some of the coldest places on earth. In Canada they live in the Northwest Territories. Most foxes dig burrows under the ground or in dens. Some of the dens are over 300 years old. Each new generation of foxes will live there. Most of these dens have over a hundred doorways to get in them. If a fox doesn’t have a den they will burrow deep in the snow for shelter or find a cliff ledge. ...
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...Paper: Tundra The tundra biome is found in North America, Asia, and Europe, and well as encompasses the Arctic Ocean. The term “Tundra” comes from the Finnish word “tunturia”, which means treeless or barren land. There are three types of tundras: the Alpine, Arctic, and Antarctic. Artic Tundra extends from the edge of the Arctic Ocean to the coniferous forest of the Taiga. Examples of the Arctic Tundra include the northern parts of Alaska and Canada, as well as Siberia. Alpines tundras occur on mountains where trees cannot grow in high latitudes. The alpine occurs at almost any latitude, and can be found at elevations of 10,000 feet and above. Because of it’s high elevation the alpine Tundra has a similar climate to the Arctic Tundra. Examples of alpine tundras include: Himalayas, the Rocky Mountains, and the Alaska Range Alpines tundra occurs on mountains where trees cannot grow in high latitudes. The growing season is about 180 days per year. Mountain goats, sheer, marmots, and birds feed on low-lying plants and insects. The alpines can be cold and dry with a short growing season. Some well-known places that are considered alpine tundra are the Himalayas, the Rocky Mountains, and the Alaska Range. Some of the animals that inhabit the alpines include, mountain goats,...
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...Tundra Biome The arctic tundra is the worlds youngest biome. it contains the last set of continental glaciers from about 10,000 years ago. As the glacier went away it scraped away the soil from underneath, leaving bare rock. Before plants were able to grow the arctic tundra had to develop soil. Soil forms very slowly on the tundra because the cold weather slows the rate at which chemical reactions occur. Only a thi layer of soil has formed in the thousands of years since the glaciers retreated. The Southern part of this tundra is mostly made up of bare rock. There is little plant life in the tundra biome because the soil there isn't nutritious for certain plants to grow. The soil there is very much like sand, and the plant there have made many adaptations to survive in the tundra. Many of the plants have formed fuzzy hairs to keep warm, and some have developed a low root system or grow close to the ground to prevent permafrost and to keep out of the winds path. The plants of the arctic tundra have developed special characteristics so they can live in the tundra. Many animals inhabit the tundra. Each animal has adapted in their own special way. The Arctic Fox and Polar Bear both have thick coats to keep them warm in the freezing climate. The Caribou better known as the Reindeer have long antlers, and very large hooves to help climb up steep mountains or rocks. Every animal in the tundra has something to help them with the chilly climate. The arctic tundra is found in Alaska...
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...What are the detailed records of evolution of humans from fossil study? Were humans having tail after birth? The evidence on similarity of embryonic development, makes little sense to me. Conclusion I believe that the evidence of evolution presented limited evolution to intra changes, that is changes in genotypes and phenotypes for adaptation purposes. These occur due to environmental factors. I do not believe that these changes due to environmental factors do not duplicate species. I believe all species have been on earth from beginning. They only change over time in characteristics and traits due to environmental conditions, DNA mutation, sexual reproduction. These changes do not necessary lead to new species that were not there before. I see migration and adaptation in the changes we see in organisms than evolution. I believe that environment attract different specific type of individuals of the same species having different traits and characteristics that will help adaptation to their natural environment. I believe all species were created and the similarities we see in structures and DNA are genius hands of the...
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...Simple vegetation structure 4. Limitation of drainage 5. Short season of growth and reproduction 6. Energy and nutrients in the form of dead organic material 7. Large population oscillations Tundra is separated into two types: Arctic tundra Alpine tundra Tundra along the Colville River, Alaska. Arctic tundra From left: tundra near Churchill, Manitoba, Canada; tundra in the Arctic National Wildlife Refuge, Alaska. Arctic tundra is located in the northern hemisphere, encircling the north pole and extending south to the coniferous forests of the taiga. The arctic is known for its cold, desert-like conditions. The growing season ranges from 50 to 60 days. The average winter temperature is -34° C (-30° F), but the average summer temperature is 3-12° C (37-54° F) which enables this biome to sustain life. Rainfall may vary in different regions of the arctic. Yearly precipitation, including melting snow, is 15 to 25 cm (6 to 10 inches). Soil is formed slowly. A layer of permanently frozen subsoil called permafrost exists, consisting mostly of gravel and finer material. When water saturates the upper surface, bogs and ponds may form, providing moisture for plants. There are no deep root systems in the vegetation of the arctic tundra, however, there are still a wide variety of plants that are able to resist the cold...
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...The biodiversity for the tundra forest is low. For each organism that sees any kind of fluctuation, you will see fluctuation in the organisms that consume it. For example, if a hare’s population, for whatever reason, was to decrease, you would also see a decrease in population for the Brown Bear, Arctic Fox, and Polar Bear. The variation of plant and animal life in the tundra is important in order to sustain life as well as a means to control the population of each organism. Biodiversity Biodiversity is the variety of all living things. It is made up of the following: Genetic Diversity -The raw material that makes adaptation and microevolution possible in an environment. Species Diversity - The variety of species in an environment. Ecosystem diversity - The organisms and abiotic factors of an environment. Trophic Structure A trophic structure is the feeding relationship among the various species in a community. Producers use light energy to power the synthesis of organic compounds. They are called autotrophs and are the base for all food chains. Consumers, also known as heterotrophs, depend on producers, either directly or indirectly. Herbivores are plant eating consumers and primary consumers. Carnivores, meat eating consumers, and omnivores, both meat and plant consumers, are secondary consumers. Tertiary consumers are carnivores that eat secondary consumers and quaternary consumers are carnivores that eat tertiary consumers. Not all consumers eat other living...
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...DEFINITION FROM WIKI (understand and write it yourself) In ecology, resilience is the capacity of an ecosystem to respond to a perturbation or disturbanceby resisting damage and recovering quickly. Such perturbations and disturbances can include stochastic events such as fires, flooding, windstorms, insect population explosions, and human activities such as deforestation and the introduction of exotic plant or animal species. Disturbances of sufficient magnitudeor duration can profoundly affect an ecosystem and may force an ecosystem to reach a threshold beyond which a different regime of processes and structures predominates.Human activities that adversely affect ecosystem resilience such as reduction of biodiversity, exploitation of natural resources,pollution, land-use, and anthropogenic climate change are increasingly causing regime shifts in ecosystems, often to less desirable and degraded conditions. Interdisciplinary discourse on resilience now includes consideration of the interactions of humans and ecosystems via socio-ecological systems, and the need for shift from the maximum sustainable yield paradigm to environmental management which aims to build ecological resilience through "resilience analysis, adaptive resource management, and adaptive governance". The concept of resilience in ecological systems was first introduced by the Canadian ecologist C.S. Holling in order to describe the persistence of natural systems in the face of changes in ecosystem variables...
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...If deserts _have_ a fault (which their present biographer is far from admitting), that fault may doubtless be found in the fact that their scenery as a rule tends to be just a trifle monotonous. Though fine in themselves, they lack variety. To be sure, very few of the deserts of real life possess that absolute flatness, sandiness and sameness, which characterises the familiar desert of the poet and of the annual exhibitions--a desert all level yellow expanse, most bilious in its colouring, and relieved by but four allowable academy properties, a palm-tree, a camel, a sphinx, and a pyramid. For foreground, throw in a sheikh in appropriate drapery; for background, a sky-line and a bleaching skeleton; stir and mix, and your picture is finished. Most practical deserts one comes across in travelling, however, are a great deal less simple and theatrical than that; rock preponderates over sand in their composition, and inequalities of surface are often the rule rather than the exception. There is reason to believe, indeed, that the artistic conception of the common or Burlington House desert has been unduly influenced for evil by the accessibility and the poetic adjuncts of the Egyptian sand-waste, which, being situated in a great alluvial river valley is really flat, and, being the most familiar, has therefore distorted to its own shape the mental picture of all its kind elsewhere. But most deserts of actual nature are not all flat, nor all sandy; they present a considerable diversity...
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...AS GEOGRAPHY UNIT 1 WORLD AT RISK WORLD AT RISK GLOBAL HAZARDS Hazard – Potential threat to human life or property Natural Hazards – Caused by natural processes e.g. lava flow from volcanic eruption Hydro-meteorological Hazards – Caused by climatic processes (droughts, floods, tropical cyclones and storms Geophysical Hazards – Caused by land processes (volcanic eruptions, earthquakes) Disaster – When a hazard seriously affects humans Risk – Likelihood that humans will be seriously affected by a hazard Vulnerability – How susceptible a population is to the damage caused by a hazard. Disaster Risk Equation Risk (R) – Hazards (H) * Vulnerability (V) / Capacity to Cope (C) Risk increases if: * Frequency or severity of hazards increase * People vulnerability increase * Capacity to cope decreases (Capacity to cope is the ability to deal with the consequences of a hazard) e.g. people in remote areas are further from help in central areas, so have lower capacity to cope) * Global Warming – greatest global hazard * Recent increase in average global temp – climate change * Causes other types of climate change * Context hazard – global in scale (affects all parts of environment) – potential to trigger other hazards or make them worse * Chronic Hazard (Long term) * People who aren’t causing the problem are mostly affected * Difficult to find solutions * Hydro-meteorological hazards becoming more frequent ...
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...A season is a division of the year, marked by changes in weather, ecology, and hours of daylight. Seasons result from the yearly revolution of the Earth around the Sun and the tilt of the Earth's axis relative to the plane of revolution. The seasons result from the Earth's axis being tilted to its orbital plane; it deviates by an angle of approximately 23.4 degrees. Thus, at any given time during summer or winter, one part of the planet is more directly exposed to the rays of the Sun. This exposure alternates as the Earth revolves in its orbit. Therefore, at any given time, regardless of season, the northern and southern hemispheres experience opposite seasons. The effect of axis tilt is observable from the change in day length, and altitude of the Sun at noon (the culmination of the Sun), during a year. Summer: Summer is the warmest of the four temperate seasons. Summer is the warmest season of the year when the sun shines directly on one half of the world. Usually, July and August are the hottest months of the summer season. Crops, trees, and other plants reach their full maturity in summer. Summer is traditionally associated with hot dry weather, but this does not occur in all regions. Summer is one of the seasons of a year which is the warmest. It falls between the seasons of spring and autumn. Summer is generally known to be the season which has the hottest and longest days in a year. The summer nights are usually smaller than those of winter. It is a very good season...
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...Module 3 Waves and the Electromagnetic Spectrum Topic: Waves 1. What is a wave? A wave is vibration that travels and all waves are created by something vibrating. Waves transport energy but do not transport mass. 2. Describe the following terms associated with waves: a. amplitude height of wave b. wavelength length of a wave c. frequency number of waves per second (Hz) d. period how long a wave lasts when it arrives at a fixed point (measured in seconds) 3. What are radio waves? An electromagnetic wave of a frequency used for long distant communication. 4. Explain the difference between a transverse wave and a longitudinal wave, and give examples of each. In a longitudinal wave, the vibration travels in the same direction that wave travels. Examples of longitudinal waves include: Sound, p-waves (earthquakes) In a transverse wave, the vibration direction is perpendicular to direction that wave travels. Examples include: Light/electromagnetic, (radio, microwave, xray, etc.), water waves, swaves (earthquakes). The major difference between longitudinal and transverse waves is their direction. Longitudinal waves move left to right while transverse waves move up and down. 5. Compare and contrast: light waves vs. sound waves Light waves are transverse and sound waves are longitudinal. Light waves can travel through a vacuum but sound waves cannot. Speed of light is nearly 300 million m/s while sound has a speed of about 340 m/s...
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...hij Teacher Resource Bank Environmental Studies Unit 1 ENVS1 The Living Environment Teachers Notes Copyright © 2008 AQA and its licensors. All rights reserved. The Assessment and Qualifications Alliance (AQA) is a company limited by guarantee registered in England and Wales (company number 3644723) and a registered charity (registered charity number 1073334). Registered address: AQA, Devas Street, Manchester M15 6EX. Dr Michael Cresswell, Director General. Teacher Resource Bank / GCE Environmental Studies / Teachers’ Notes Unit 1 / Version 1.0 Unit 1 ENVS1 The Living Environment Introduction These Teachers’ Notes are intended to expand upon Unit 1: The Living Environment by providing greater detail of the topics to be covered and how these should be developed. Examples included in the specification must be covered. Where specific examples are not given, suitable examples should be chosen to illustrate the principles and issues that are included in the specification. This guide includes suitable examples that may be used (in italics) but others may be used if preferred eg if the candidates or teachers have particular experience or knowledge. It is anticipated that the use of carefully selected examples may reduce total teaching effort by enabling a number of issues to be covered in a single situation. This will also help candidates to appreciate the holistic, inter-connected nature of the subject and prepare them for the study of broader issues such as sustainability...
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...Chapter 1 - Geography Matters: Definitions: * Human geography the study of the spatial organization of human activity and of people’s relationships with their environments * Cartography: the body of practical and theoretical knowledge about making distinctive visual representations of Earth’s surface in the form of maps * Map projection: a systematic rendering on a flat surface of the geographic coordinates of the features found on Earth’s surface * Ethnocentrism: the attitude that a persona’s own race and culture are superior to those of others * Imperialism: the extension of the power of a nation through direct/indirect control of the economic and political life of other territories * Masculinism: the assumption that the world is and should be shaped mainly by men for men * environmental determinism: a doctrine holding that human activities are controlled by the environment * globalization: the increasing interconnectedness of different parts of the world through common processes of economic, environmental political and cultural change * ecumene: the total habitable area of a country. Sine it depends on the prevailing technology, the available ecumene varies over time. Canada’s ecumene is so much less than its total area. * Geodemographic research: investigation using census data and commercial data (i.e. sales data and property records) about populations of small districts to create profiles of those populations for market research ...
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...Twilight (series) |Twilight | |[pic] | |Complete set of the four books | |of the Twilight series and the spin-off novella, The Short Second Life of Bree| |Tanner. | |Twilight | |New Moon | |Eclipse | |Breaking Dawn | |Author |Stephenie Meyer | |Country |United States | |Language |English | |Genre |Romance, fantasy, young-adult fiction | |Publisher |Little, Brown and Company | |Published |2005–2008 | |Media type |Print | Twilight is a series of four vampire-themed fantasy romance novels by American author Stephenie Meyer. It charts a period in the life of Isabella "Bella" Swan, a teenage girl...
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...LICENCE LANGUES, LITTÉRATURES ET CULTURES ÉTRANGÈRES ET RÉGIONALES SPÉCIALITÉ ANGLAIS DESCRIPTIF DES ENSEIGNEMENTS Année universitaire 2014-2015 Page 1 SOMMAIRE L1—PREMIERE ANNÉE SEMESTRE 1 CULTURE DES PAYS ANGLOPHONES 1 E11 AN5 (6 ECTS) LANGUE 1 E12 AN5 (4 ECTS) CIVILISATION 1 E13 AN5 (4 ECTS) VERSION 1 ET LITTÉRATURE AMÉRICAINE 1 E14 AN5 (4 ECTS) PROJET PROFESSIONNEL PERSONNALISÉ (P.P.P.) E1P AN5 (1 ECTS) 5 5 6 8 10 13 SEMESTRE 2 CULTURE DES PAYS ANGLOPHONES 2 E21 AN5 (5 ECTS) LANGUE 2 E22 AN5 (4 ECTS) LITTÉRATURE BRITANNIQUE 2 E 23 AN5 (4 ECTS) CIVILISATION BRITANNIQUE 2 ET TRADUCTION (VERSION) 2 E24 AN5 (5 ECTS) PROJET PROFESSIONNEL PERSONNALISÉ (P.P.P.) E2P AN5 (1 ECTS) 14 15 17 18 20 2 L2—DEUXIEME ANNÉE SEMESTRE 3 LANGUE 3 E31 AN5 (6 ECTS) CIVILISATION AMÉRICAINE 3 E32 AN5 (5 ETCS) LITTÉRATURE BRITANNIQUE 3 E33 AN5 (5 ECTS) TRADUCTION (VERSION) 3 ET PRISE DE PAROLE EN CONTINU 3 E34 AN5 (6 ECTS) PREPROFESSIONNALISATION : MÉTIERS DE L’ENSEIGNEMENT DES LANGUES VIVANTES ÉTRANGÈRES ET RÉGIONALES 3 21 21 23 24 26 29 E3PF12L5 (6 ECTS) SEMESTRE 4 LANGUE 4 E41 AN5 (5 ECTS) CIVILISATION BRITANNIQUE 4 E42 AN5 (6 ECTS) LITTÉRATURE AMÉRICAINE 4 E43 AN5 (5 ECTS) TRADUCTION (VERSION) 4 ET PRISE DE PAROLE EN CONTINU 4 E44 AN5 (6 ECTS) PREPROFESSIONNALISATION : MÉTIERS DE L’ENSEIGNEMENT DES LANGUES VIVANTES ÉTRANGÈRES ET RÉGIONALES 4 30 32 34 36 39 E4PF12L5 (6 ECTS) 3 L3—TROISIEME...
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