Basic laws of ecology. Zverev A.T.
M.: 2009. - 171 p.
The training manual discusses the basic laws, rules and principles of ecology. It presents various philosophical, social, economic, geographical, natural resource and other aspects of the interaction between society and the environment, the existence of the system man - society - nature. The publication is supplied with an ecological dictionary. The publication is recommended as a teaching aid for teachers and students, specialists in the field of local history, tourism managers, as well as an additional teaching aid for students of schools, lyceums and gymnasiums.
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TABLE OF CONTENTS
Preface 4
Introduction to ecology 5
Chapter 1. System-Wide Laws, Rules and Principles 13
1.1. Unity of living matter 13
1.2. The second law of thermodynamics in ecology 19
1.3. Synergetics 27
1.4. Hierarchy of systems 37
1.5. Relations System - Wednesday 44
Chapter 2. Laws of bioecology 49
2.1. Organism system - environment 49
2.2. Adaptation of organisms 54
2.3. Population laws 60
2.4. Spatial structure of populations 67
2.5. Functioning of biocenoses 72
2.6. Species composition of biocenoses 77
2.7. Ecosystem function 83
2.8. Ecosystem dynamics 90
2.9. General patterns of organization and evolution of the biosphere 96
Chapter 3. Laws of the system man - society - nature 103
3.1. The history of relationships in the system man - society - nature 103
3.2. Laws of social ecology 109
3.3. Nature management 116
3.4. Laws of Applied Ecology 122
3.5. Principles of environmental protection 127
3.6. Principles of sustainable development of the system man - society - nature. 133
3.7. Factors of sustainable development of the system man - society - nature. . 141
3.8. Laws of the noosphere 144
3.9. Federal Law "On Environmental Protection" 155
Ecological dictionary 162
References 168
About the author 170
The book outlines the basic laws, rules and principles of ecology, without the knowledge and practical use of which in organizing their lives, humanity will not escape the rapidly impending global environmental catastrophe.
“Man is called the ruler of nature, but the wisdom with which we rule is not given by nature. This must be learned,” wrote N.I. Lobachevsky.
"People will die from the inability to use the forces of nature and from ignorance of the true world," - this is how the hieroglyphic signature on the pyramid of Cheops is translated.
“The most important thing is to teach people to think,” wrote in the middle of the 20th century. German writer B. Brecht.
All the above statements of philosophers of antiquity, modern scientists and writers show the need to study the laws of the development of nature in order to wisely use its benefits not to the detriment of oneself and future generations, so that one can always convincingly argue the motivation of one's actions and statements in favor of protecting nature and the environment life. And this is very necessary in our time. The American ecologist P. R. Ehrlich in his article "Strategy for Conservation of Nature 1980-2000" writes about the relationship between ecologists and technocrats: "Politicians, economists, engineers, business executives, etc. - everyone will ask you to be "reasonable", "suitable with responsibility," and compromise. You will find that you are opposed by people - often smart, pleasant, well-meaning people who just want to continue to act as it was quite possible to act in the last two centuries. Always remember: these people are your opponents "No matter how good their intentions may be, they unwittingly pose a threat to you, your children and the children of your children. The fact that they themselves and their descendants will suffer from their activities does not make them any less dangerous for the whole world."
Presented by: Voronina Yu.V., Senior Lecturer, Department of Natural and Mathematical Disciplines
Date: 10.10.03
Approved by the Department
educational programs
and standards of general education
Ministry of Education
Russian Federation
(March 2002)
Moscow ONYX 21st century 2003
EXPLANATORY NOTE
Many countries of the world have realized the need for continuous environmental education of the population to ensure the socio-political and environmental stability of the state, its national security.
v priority of social aspects of environmental problems;
v consideration of both natural and man-made environments;
v interdisciplinarity;
v the demand for awareness and knowledge;
v importance of skills, attitudes, values, willingness to participate in problem solving
v environmental conservation.
The UN Conference on Environment and Development, which was held in Rio de Janeiro in June 1992 with the participation of heads of state and government, stated the rapidly growing threat of an ecological catastrophe for the entire civilization on planet Earth, since the nature of the planet can no longer withstand all increasing pressure within the framework of the model of economic development used by developed countries at the expense and to the detriment of nature.
The conference came to the conclusion that the development model in which the developed countries have achieved their well-being cannot be recommended to the rest of the world, as this will only exacerbate the growing threat. The new model of evolution should take into account the inseparability of the tasks of socio-economic development and environmental conservation. This is the only way to ensure reasonable satisfaction of the needs of present and future generations of people, to ensure the sustainable development of countries and all mankind.
So the fundamental goal contemporary ecological education- to teach people to live in the conditions of a new model of development of the world community, based on an ecological worldview, which should replace the currently dominant consumer worldview. In this regard, all upbringing and educational environmental activities should be focused primarily on solving this particular problem that is decisive for the fate of mankind. The success of solving all other tasks of ecology - the conservation of nature, the reduction of man-made pressure and environmental pollution, etc. - directly depends on the achievement of the fundamental goal of environmental education.
This author's program of continuous environmental education of schoolchildren primarily pursues precisely this fundamental goal - the formation of an ecological worldview in students based on knowledge, high morality and social consciousness. Therefore, it pays great attention to environmental problems of a socio-ideological nature: environmental culture, morality and morality, environmental law, environmental social movements, the history of the relationship between society and nature. The remaining sections of the program are also subordinated to the achievement of the fundamental goal of environmental education.
The author's program presents the main directions of development of modern ecology - biological, applied, social and global ecology. The basic principle of education is the student's personal interest in obtaining environmental knowledge. Such interest arises in the student due to the originality, informativeness, fascination and vital importance of the reported environmental knowledge.
The program was compiled on the basis of the author’s many years of experience in developing and implementing a system of continuous school environmental education, accumulated with the author’s direct participation in the work on advanced training courses for environmental teachers in the PPK and PRNO of the Moscow region, and tested in schools in the Istra and other districts of the Moscow region, as well as in Bryansk, Petersburg, Perm, Novosibirsk, Vladivostok and other cities and regions of the Russian Federation. The educational and methodological set on ecology of the third stage of education, compiled by the author for this program, became the winner of the All-Russian competition in 2001, which was held by the National Fund for Training Personnel (NFPT). There are no analogues of such a program designed for continuous environmental education at all levels of education.
All sections of the program are interconnected, have continuity at each stage of training. The content of the program is coordinated with the content of other school subjects, and most of all with biology, geography, history, physics, chemistry and natural science, duplication is excluded. It meets all the requirements of an independent discipline, while allowing practical integration with other subjects. The subject "Ecology" is considered by the author as a natural unifying principle, around which and on the basis of which the greening of all other school subjects is carried out.
Three independent, complete and interrelated blocks can be distinguished in the program, which correspond to the first (grades 1-4), second (grades 5-9) and third (grades 10-11) levels of education. Each block contains a set of environmental knowledge available for understanding by students of different age groups.
1 step (1-4 cells). At the 1st stage, the emotional-figurative and non-formalized perception of young children is taken into account. At this age, children are very receptive to sincere feelings, they more easily learn the moral and ethical standards of behavior both in a team and in relation to nature.
So the main objective teaching ecology in elementary school - the development and strengthening in children of a sense of kindness and love towards nature, a sense of kindness and tolerance towards each other. Those initial environmental knowledge and life examples that are given are aimed primarily at raising children in the spirit of high morality and responsibility for the world around them.
The main goal of teaching ecology is completely different from the goal of teaching other disciplines of elementary school similar to it in subject matter: "The World Around", "Natural History", "Natural Science". If the latter, for example, simply describe animals of different geographical zones, then in ecology the emphasis is on the conditions and social organization of their life, on the description of the mental abilities and feelings of animals, on their mutual assistance, etc. And all this is given by language, understandable to young children, using examples of well-known and beloved animals.
Similar differences in the selection of material and in the goal pursued in this case exist in all other sections of ecology and related academic disciplines. The combination of accessibility, cognitive interest and scientific nature of the material, in addition to the goals of environmental education, involves the development of creative thinking, the formation of observation skills and behavior in nature, the awakening of interest in science.
In the 1st grade, acquaintance with the subject "Ecology" during environmental games and excursions is supposed; in the 2nd-4th grades, material is presented on inanimate nature, the ecology of plants, fungi, lichens, animals and humans; brief information about the Red Book and environmental problems of the relationship between man (society) and nature is reported.
As a result of studying ecology at the 1st level of education, students should know: elementary (primary) information about the creative and destructive effects of water and wind on nature, about the use by humans of the energy of the Sun, water, wind, internal heat of the Earth, about the ecology of plants and animals, about the results of human impact on inanimate and living nature, about the Red Book and about environmental protection measures.
Students should gain skills and be able to: observe individual natural phenomena and processes, individual results of human impact on nature; to the extent possible and the amount of knowledge gained, analyze the environmental situation and draw appropriate conclusions; know the environmental rules of behavior in nature (in the forest, on the water, during hiking and recreation).
2 step. (5-9class). the main objective teaching ecology at the 2nd stage - to continue the education of the ecological worldview on the basis of studying the history of the emergence and the current state of environmental problems in the "society - nature" system. The educational side of the communicated knowledge should take into account the well-known saying: “Knowledge is power ... and people are proud of reason, but why does this reason not prevent their vile actions?” Based on this, any environmental phenomena, events and processes should be evaluated not only from a scientific, but also from a moral point of view.
The block of programs for the 2nd stage of education consists of two interrelated parts: part 1 - the history of the relationship between society and nature (5-6 cells), part 2 - biological, applied and social ecology (7-9 cells).
The purpose of the 1st part (grades 5-6) is to show, using historical examples, the main environmental consequences of unreasonable (predatory) human economic activity that are disastrous for nature, the repetition of the same environmental mistakes from century to century, the desire to affirm the student in the thought of the need a fundamental change in the historically established consumer attitude to nature.
The purpose of the 2nd part (grades 7-9) is to reveal the basic concepts and main content of modern ecology, to show the causes of regional and global environmental problems and possible ways to overcome them both on the basis of more rational nature management and changing the consumer outlook to an ecological one.
As a result of studying ecology, students of the 2nd stage of education must know: the main results of the impact of society on nature in prehistoric and historical times, the main environmental consequences of this impact, the current ecological state of ecosystems, the patterns of development of ecosystems, the main environmental problems of various sectors of the national economy, the main environmental measures, the principles of rational environmental management, the conditions for sustainable development of mankind.
Students should acquire skills and be able to: analyze various environmental situations and make specific decisions to improve them, conduct simple physical, chemical and biological analyzes of water and air in laboratory and field conditions, assess the general ecological state of ecosystems based on bioindication, carry out practical work on planting trees, cleaning the territory, etc.
3rd step (10-11 cells). the main objective teaching ecology at the 3rd stage - a comprehensive in-depth analysis of environmental problems, their causes, methods of elimination, knowledge of promising models of sustainable development of society and the existence of the future of mankind in order to finally establish an ecological worldview and ecological culture as a whole.
As a result of studying ecology, students of the 3rd level of education should know: doctrines about the ecosystem, biosphere and noosphere; environmental problems and ways to solve them in forestry, water and agriculture, industry; causes and trends in the development of social ecology problems (urbanization, demography, public health); moral and ethical foundations of ecological culture; constitutional rights and obligations of every citizen of the Russian Federation in the matter of nature protection, international agreements on nature protection, the concept of sustainable development of the world in general and Russia in particular.
The 3rd stage of environmental education, in comparison with the 2nd stage, is characterized by a deeper and more comprehensive study of world environmental problems, especially modern environmental problems in Russia and its individual regions, the seas, characterized by the most acute environmental situation.
To consolidate the theoretical material and gain practical skills in solving various environmental problems in accordance with this program, textbooks (grades 1-6), workbooks (grades 1-6) and workshops (grades 7-11) were compiled. Teachers are offered teaching aids that contain thematic lesson planning, texts, as well as additional and reference material for each lesson.
The program is designed for 1-2 hours per week, depending on the availability of the school. If there is one hour a week, the teacher presents the theoretical material more concisely, transferring part of the explanation to practical tasks.
If it is possible to use two hours a week, the teacher devotes the first hour to in-depth study of theoretical material and work on control questions, and in the second hour, workshops are held to consolidate the basic concepts and acquire practical skills in the process of mastering each topic. Practical work, if possible, is carried out in the classroom, and if necessary - in the field. In addition to workshops, during the second hour, talks, seminars, discussions, discussions are held, computer games and video films on ecology are used, and other types of work in which the knowledge gained by students is integrated, generalized, processed and consolidated.
The location of the workshop and other types of training sessions in thematic planning is determined by the teacher, depending on the specifics of the school, the individual characteristics of the class, the level of training of students, their creative and practical interests.
1 class (34 hours)
ECOLOGICAL GAMES AND DRAWINGS (28 hours)
Ecological games and drawings on the topics: "Plant Ecology", "Animal Ecology", "Nature Protection", "Human Ecology". With the help of games and drawings, plants and animals are studied, methods for determining the age of trees, food relations, plants and animals of the Red Book, the force of water on soil, air and water pollution, personal hygiene, types of human relationships, behavior patterns. The main goal of the classes is to cultivate a good attitude towards nature and to each other, to acquire elementary (primary) practical skills and knowledge, as well as the ability to work in a team and solve collective problems.
Excursions (6 hours)
The purpose of the excursions is to get acquainted with various plants and animals, environmental phenomena and situations, and practical environmental measures. Excursions take place in nature and when visiting museums.
Grade 2 (32 h. + 2 hours)
ECOLOGY
Introduction (2 hours)
The concept of ecology. What does ecology study? The main stages of the development of nature. Relationship between animate and inanimate nature.
Part 1. Inanimate nature
R a f e l 1. Inanimate nature and its meaning
for a person (14 hours)
The importance of inanimate nature for life on Earth. The sun is the source of life. The influence of the sun on human health. The use of solar heat in greenhouses. Using solar heat to heat houses. Using the internal heat of the Earth. The appearance of air and water on Earth. The concept of the water cycle in nature. Using the power of the wind. Use of water energy. The destructive activity of water and wind. Kingdom of minerals. Mineral life. Amazing properties of minerals. Protection of inanimate nature.
Part 2. Wildlife
Section l 2. Ecology of plants (12 hours)
The value of plants for life on Earth, for humans. plant life conditions. Medicinal and poisonous plants. Insects in the service of plants. Forest protectors. Plants of the Red Book. Forest fires, man is the main culprit of forest fires. How can we help wild plants and protect them from destruction.
Section l 3. Mushrooms and lichens (3 hours)
Living conditions of fungi and lichens. Poison mushrooms. Mushrooms and lichens of the Red Book.
1. Conducting experiments on the effect of water and sunlight on the life of indoor or specially planted plants.
2. Acquaintance with the destructive activity of water and wind in nature, from books, drawings, photographs.
3. Drawing up drawings of feeders and bird houses.
4. The study of photographs (drawings) of plants, fungi and lichens of the Red Book.
5. Participation in landscaping activities in your area and other environmental activities.
3rd grade (32 h. + 2 hours)
Chapter 4. Animal Ecology (27 hours)
The animal world and its significance for humans. living conditions of wild animals. Pet life. The world of animal sensations: smell, sight, hearing, touch, taste, "thermal eyes" of animals, language of animals. Animals-travelers. Feelings and mind of animals. Family and family groups of animals. The life of a honey bee family. The life of the forest red ant family. Mutual assistance of animals. Friendship of man and animals. Human influence on the living conditions of wild animals. Protection of wild animals. Animals of the Red Book. Zoos. Reserves and national parks.
Section l 5. Microworld (5 hours)
The concept of the microcosm. Microorganisms: viruses, bacteria, microscopic fungi, algae, protozoa. The importance of microorganisms for nature and man. Pathogenic and beneficial microbes. The use of microorganisms in industry and agriculture.
1. Studying the living conditions of animals in your area.
2. Study of human impact on animals in your area.
3. The study of the animals of the Red Book from photographs, drawings, in nature.
4. Production of feeders and houses for birds.
5. Practical measures for the protection and assistance of wild animals (developing special places for feeding herbivores in winter, fencing anthills in grazing areas and in forests inhabited by wild boars, feeding forest birds in the frosty period, etc.).
4th grade (32 h. + 2 h.)
Part 3. Human ecology (21 hours)
Man is a child of nature. Origin and conditions of life of the first people. The way of life of our ancestors: housing, household utensils, clothes, food, personal hygiene. Dependence of a way of life on external conditions. Changing lifestyles as society develops. Significance for a person's life family,
team, friendship, creative work. Man's pursuit of beauty. Spiritual world of man.
Part 4. Man's influence on nature (11 hours)
Nature as a source of economic and spiritual development of man. Consumer attitude of man to nature. Destruction of nature by man. Air and water pollution, industrial waste. Human activity to save nature. The concept of the ecological culture of man. Rules of human behavior in nature: in the forest, on the water, during recreation and hiking, while picking berries and mushrooms. Ecological holidays and their importance for the protection of nature. The Constitution of the Russian Federation on the rights and duties of a citizen in the protection of nature.
1. Drawings of houses in which one would like to live and which are most suitable for the natural conditions of their area.
2. Drawings of seasonal clothing, most suitable for the natural conditions of one's wounded.
3. Drawings of parks, squares, flower beds that you would like to have in your area or on the school site.
4. Excursions to get acquainted with the sources of pollution and cases of destruction of nature.
5. Drawings of sources of pollution and examples of destruction of nature.
6. Landscaping and cleaning of the territory, laying out flower beds and other practical measures aimed at protecting nature and improving the living conditions of humans, plants and animals.
Grade 5 (33 hours + 1 hour)
ECOLOGY
HISTORY OF THE RELATIONSHIP OF SOCIETY AND NATURE
Introduction (1 hour)
The value of the natural environment and natural resources for humans. The concept of the anthropogenic factor. The value of studying the historical experience of the relationship between society and nature. The concept of historical ecology.
R a Section 1. Main Factors of Evolution individual and society (11 hours)
How do we learn about the way of life of ancient people. The science of the origin of man. Dispersal of people around the world. Archaeological finds in Russia. Natural, biological and social factors of human evolution. The main stages of the evolutionary path of man.
Section 2. The relationship of society and nature in prehistoric times (12 hours)
The relationship of society and nature in the ancient, middle and late Paleolithic, in the Mesolithic. Neolithic revolution. 1st ecological crisis. The first farmers and pastoralists and their impact on nature. The life of modern natives of Tasmania and Australia, the Papuans of New Guinea is an example of the relationship between nature and man of the Stone Age. Ecological worldview of primitive people.
Section 3. The relationship between society and nature in the ancient world (9 hours)
The impact of ancient civilizations on nature. Degradation of the natural environment. 2nd ecological crisis. The results of the impact of ancient civilizations on nature on the example of Ancient Egypt, Sumer, Ancient Greece, the Mayan people. Ecological outlook of ancient philosophers. Science and culture of ancient civilizations and their influence on the attitude towards nature.
1. Drawing on the contour map of Russia the archaeological finds of the Paleolithic, Mesolithic and Neolithic on its territory.
2. Analysis of the causes of 1st and 2nd environmental crises.
3. Analysis of the environmental causes that stimulated the death of ancient civilizations.
4. Analysis of the impact of European colonizers on the way of life of the natives of Tasmania, Australia and New Guinea.
5. Excursion to archaeological sites and local history and history museums.
Grade 6 (32 hours + 2 hours)
Section 4. Relationship of society and nature in the Middle Ages (7 hours)
General patterns of society's impact on nature in the Middle Ages. Degradation of the natural environment and its environmental consequences. Impact on the nature of economic activity in the Middle Ages on the example of France and Russia. Ecological outlook in the Middle Ages.
S e c tio n 5. The relationship between society and nature in modern times (13 hours)
Ecological worldview of scientists of the era of the scientific revolution of the XVII century. and the 18th century Enlightenment. Influence on nature and nature reserves in Russia during the Enlightenment. Influence on the nature of the agrarian and industrial revolutions of the ХУ111-Х1Х centuries. Impact during this period on nature in Russia. Degradation of the natural environment in modern times and its environmental consequences. Ecological outlook, public ecological movement and nature protection measures in modern times. Social movement, nature conservation and environmental legislation in Russia in the 19th - early 20th centuries.
R a section 6. The relationship between society and nature in modern times (12 hours)
The impact of society on nature in the first half of the 20th century. Impact on nature in the USA and Russia in the first half of the 20th century. Social movement, nature conservation and environmental laws in Russia in the first half of modern times. The relationship between society and nature during the scientific and technological revolution. Impact on nature in Germany and Russia during the scientific and technological revolution. International cooperation for nature protection. Basic principles of the strategy of sustainable existence of mankind.
1. Drawing on the contour map of Russia the protected areas that existed in tsarist Russia.
2. Drawing on the contour map of Russia the first reserves that were organized in the early years of the existence of Soviet Russia and the USSR.
3. Drawing on the contour map of Russia reserves, which were organized in the 30-50s. 20th century
4. Studying the history of the transformation of landscapes in your area.
7th grade (22 h. + 2 hours)
ECOLOGY
R a 3 de l 1. Introduction to ecology (3 hours)
Ecology, stages of its formation and place among other sciences. Purpose and tasks of ecology. The value of ecology.
Part 1. Bioecology
R a h e e l 2. Ecology of organisms (6 hours)
Definition and basic concepts. The relationship of the organism with the natural environment. Natural selection and heredity. environmental factors. Classification of environmental factors. Variability of the natural environment and the body's response to changing living conditions.
R a unit 3. Population ecology (4 hours)
The concept of populations. properties of animal populations. Population fluctuations in natural conditions. Limiting factors of growth of animal populations. The harmful effects of high density.
Section 4. Ecology of biocenoses.
Ecosystems (12 hours)
Definition and basic concepts. The concept of biogeocenosis and ecosystems. Hierarchy of ecosystems and their types. Differentiation of biocenoses and their properties. Principles of diversity of biocenoses. Development of biocenoses. Movement of matter in ecosystems. Ecological examples. biogeochemical cycles. Energy transfer and ecosystem productivity. Ecological food. adaptive radiation.
Once de l 5. The doctrine of the biosphere (3 hours)
Basic definitions and concepts. Basic laws of the biosphere. Energy flow and productivity at the level of the biosphere.
Part 2. Protection of animals and plants
Section 6. The need for protection, animals,
plants and their habitats (4 hours)
The value of wild species of animals and plants for humans. Causes of extinction of wild species of animals and plants. Red Book. Protection of habitats for plants and animals.
1. The study and description of the natural ecosystems of your area.
2. The study of trophic relationships and the compilation of food webs in the ecosystems of your area.
3. The study of the results of human impact on the natural ecosystems of their area.
4. The study of plants and animals of the Red Book of your area.
Grade 8 (33 hours + 1 hour)
Part 3. Applied ecology
Section l 7. Introduction to Applied Ecology (2 hours)
Basic concepts, purpose and objectives of applied ecology. The main scientific directions of applied ecology.
Section 8. Agricultural ecology (7 hours)
Agricultural activity and the environment. History of agriculture. Influence of abiotic factors on agrocenoses. Human activities to maintain agroecosystems. Negative human impact on agroecosystems. Measures to preserve soil fertility. Environmentally sound farming.
Section 9. Forestry ecology (7 hours)
The destruction of forests on Earth is an ecological tragedy. Conditions of existence and productivity of forest ecosystems. Forest cover of the territory of the Russian Federation. Diseases of the forest and methods of dealing with them. Forest damage by insects and methods of dealing with them. Forest fires and forest fire protection. Impact of industrial emissions into the atmosphere on forest health.
Section l 10. Water management ecology (7 hours)
Flora and fauna of aquatic ecosystems. Ecological state of freshwater reservoirs and seas. Underground and ground waters are a source of drinking water. Determination of the quality of drinking water. The main sources of water pollution and the composition of wastewater. Water protection measures.
S e c tio n 11. Industrial ecology (10 hours)
Scientific and technical progress and ecology. Industrial pollution of the atmosphere, water and soil. Sewage treatment. Soil reclamation. Industrial and household waste and their disposal. Protection of the biosphere from the destructive impact of industry. Environmentally friendly energy sources. Energy saving and energy efficiency. National environmental service and environmental control. The concept of environmental monitoring.
1. The study of external signs of plant diseases with a lack or excess of nutrients.
2. Determination of nitrate content in plants.
3. Determination of soil acidity.
4. Studying the intensity of soil erosion in your area.
5. Drawing up projects of tree and shrub plantations around enterprises and highways, taking into account the gas resistance of plants.
6. Determination of water quality by physical properties.
7. Identification of water protection zones and coastal strips of rivers, lakes and reservoirs on the contour maps of their area.
8. Development and justification of the rules of conduct in the forest and on the reservoir (river).
9. Study of industrial and other sources of environmental pollution. Mapping of pollution sources.
10. Development of projects for calculating the amount of household waste and methods for their disposal.
Grade 9 (34 h.)
Part 4. Social ecology
S e c tio n 12. Introduction to social ecology (2 hours)
What does social ecology study? Basic concepts and tasks of social ecology. The value of social ecology for the present and future of mankind.
Section 13. Human ecology (17 hours)
Human environment. The impact of the natural, quasi-natural, artificial and social environment on a person. Classification and hierarchy of human needs. Bioethics and human behavior. Hidden possibilities of the human body. Impact of environmental pollution on human health. Harmful substances and their impact on humans. Healthy lifestyle. Harm of tobacco, alcohol and drugs. Relationships with each other. The evolution of personality.
S e c tio n 14. Historical Analysis relationship between society and nature (4 hours)
The history of the relationship between society and nature. Ecological crises in the history of mankind. Ecological (economic) revolutions. General laws of the relationship between society and nature.
S e c tio n 15. Main problems of social ecology (11 hours)
Influence of modern economic activity of society on the biosphere. The concept of natural and anthropogenic environmental disasters. Ecological catastrophe of the Aral region. Natural disasters. Population growth. Urbanization and urban growth. City ecology. Technosphere. Rational nature management. Noosphere. Sustainable development of society. social environmental movement. The Constitution of the Russian Federation and the Law "On Environmental Protection" on the human right to a favorable environment.
1. Writing essays (projects) on the dangers of smoking, alcoholism, drug addiction.
2. Writing essays on the impact of anthropogenic environmental pollution on human health.
3. Writing essays on the topic: “What can you do to protect nature (solution of this environmental problem, etc.)”?
4. Drawing up projects for the improvement of the environment.
5. 0 requirements of norms of behavior in various stressful situations.
6. Practical measures to combat household and other waste.
7. Development of a system of environmental control and environmental monitoring for your area.
Grade 10 (34 hours)
ECOLOGY
Introduction (1 hour)
The main trends in the development of modern ecology. Its place is in the formation of public consciousness and ecological thinking.
Part 1. General ecology
R a d with l 1. Teaching about the ecosystem (6 hours)
The concept of the ecosystem. environmental factors. Patterns of influence of factors on organisms. Functional structure of the ecosystem. Trophic structure of the ecosystem. ecological pyramid. Relationships between organisms in an ecosystem. ecological niche. biological rhythms. Successions. Adaptation of the body to environmental factors. Sustainability and stability of ecosystems.
R a section 2. The doctrine of the biosphere (2 hours)
Fundamentals of the doctrine of the biosphere. Energy of the biosphere. The main energy flows during the evolution of the biosphere (cosmic, planetary, biological, etc.). Creative and destructive impact of energy flows on the evolution of the biosphere.
Section 3. Conservation of biodiversity and ecosystems (4 hours)
Causes and factors of biodiversity decline. Direct and indirect factors of influence on biocenoses. Bioindication. Red Book. Specially protected natural areas. Environmental monitoring.
Part 2. Applied ecology
R a section 4. Environmental problems forestry (5 hours)
Ecological functions of the forest. Influence of the forest on the gas composition of the atmosphere, on the climate. The role of the forest in the biological cycle of matter and energy. The importance of the forest for the sustainability of ecosystems. The conservation value of the forest. National economic value of the forest. Recreational value of the forest. The current state of forests. Protection and restoration of forests, ecologization of forestry. Reforestation, logging. Fire fighting measures. Forest pest and disease control. Impact on the forest of anthropogenic environmental pollution. Forest Code of the Russian Federation.
S e c tio n 5. Environmental problems water management (8 hours)
Ecological functions of water. Importance of water for the body. The water cycle and climate. The role of water in the biological cycle of metabolism and energy. The conservation value of water. National economic value of water. Recreational value of water. Standards for the quality of natural water used for various economic purposes. Water for household and drinking purposes (basic requirements). Water for technical purposes. Ecological role of underground water. Self-purification of natural waters and its intensification. The current state of aquatic ecosystems and sources of their pollution. Ecological problems of small rivers, reservoirs, canals, fresh lakes, seas. Eutrophication of waters. Types of water bodies. Measures to prevent the depletion of rivers, reservoirs and raised bogs. Forest reclamation of watersheds, water areas. Protection of raised bogs. hydrotechnical measures. Agrotechnical measures. Protection of water resources and ecologization of water management. Surface water pollution. Water protection zones and coastal protective strips. Regulations on water protection zones of water bodies and their coastal protective strips. Zones of sanitary protection of the marine area of water use. Zones of sanitary protection of underground water. Water Code of the Russian Federation.
S e c tio n 6. Environmental problems agriculture (8 hours)
Agrocenoses and conditions of their existence. Measures to maintain agrobiocenoses. Protection of agrobiocenoses from pests. Biological protection of plants from pests, diseases and weeds. Modern agricultural production. Storage of agricultural products. Maintenance of soil fertility. The destructive impact of agriculture on the environment. Impact on soil, atmospheric air, water. Desertification of territories. Land reclamation. Ecologization of agriculture.
1. Study of the influence of the microclimate on the living conditions of plants.
2. The study of ecological successions.
3. Determination of the number of species over a large area according to the method of E. Odum.
4. Study of direct and indirect anthropogenic factors of biodiversity reduction in your area.
5. Planning for specially protected natural areas in your area.
6. Development of biological indication methods.
7. Determination of coefficients of similarity, differentiation, species deficiency and biodiversity in trial plots.
8. Assessment of the state of the forest and identification of the main causes of its change.
9. Assessment of the state of water bodies (rivers) and identification of the main causes of their change.
10. Laboratory and field studies of anthropogenic pollution of soils and plants, soil acidity, degree of soil erosion and methods of dealing with them.
Grade 11 (22 hours + 1 hour)
S e c tio n 7. Environmental problems industry (11 hours)
Ecological consequences of the scientific and technological revolution. Regulation of environmental pollution. Scientific bases of rationing. Ecological regulation of pollutants in the air, in water bodies, in the arable layer of the soil, according to the effect on plants. electromagnetic pollution. Acoustic and vibration pollution. Radiation pollution. Sanitary protection zones around enterprises. Technogenic pollution of the atmosphere. Smog. Technogenic pollution of surface and underground waters. Technogenic pollution and destruction of the soil layer. Solid industrial and household waste, their elimination and processing. Environmental pollution during industrial and transport accidents and catastrophes. Greening industry. Sewage treatment. Drainless water cycles. Methods for cleaning industrial gas emissions. Reclamation of disturbed lands. Resource and energy saving. Alternative energy sources.
Part 3. Social ecology
S e c tio n 8. History and relationships society and nature (7 hours)
The main stages of the evolutionary path of man and society. The impact on nature of primitive hunters and gatherers. Impact on nature in the ancient world. Ecological crises in the ancient world. Ecological outlook of primitive hunters and gatherers. The main factors that contributed to the degradation and destruction of the natural environment.
Ancient ecological outlook (Pythagorean ethics, Epicurus, Herodotus, Hippocrates, Plato, Aristotle, Strabo) in the period of the 6th century BC. - 66-23 years. BC.
Impact on nature in the Middle Ages. Ecological outlook in the Middle Ages. Impact on nature in the period of the New history of mankind. The impact of the growth of industrial production in Russia on the state of the natural environment. Ecological outlook in the period of New history (works and writings of F. Bacon, Immanuel Kant, C. Darwin (1809-1882), E. Haeckel, V.I. Vernadsky, E. Leroy, P. Teilhard de Chardin, G. Marsh) . The development of the relationship between society and nature in modern times.
S e c tio n 9. Modern problems, social ecology (9 hours)
The threat of global anthropogenic changes in the environment. Natural disasters (tsunamis, floods, cyclones, tornadoes and tornadoes). Modern ecological problems of demography. Demographic explosion. demographic crisis. Demographic situation in Russia. Ecological problems of urbanization and urban areas. Human health and the environment. Socio-economic incentives of the environment. Health of the population of Russia. Ecological culture. Functional purpose of environmental education.
S e c tio n 10. Ways to solve environmental problems (4 hours)
Problems of rational nature management (factors of rational nature management). Model of sustainable development. Principles of sustainable existence. The concept of sustainable development of Russia. The doctrine of the noosphere, the place of the individual in the noosphere, the evolution of the noosphere (works by E. Leroy, P. Teydre de Chardin, V. I. Vernadsky, I. I. Moiseev, etc.).
R a z e l 11. Environmental law and environmental movement (2 hours)
Environmental law (goals, objectives, environmental legislation). Public environmental movement (history of creation, goals and objectives).
1. Research work (calculation-graphic and field) on the study of man-made pollution of the environment associated with industrial and domestic effluents and industrial and transport gas emissions.
2. Research work and practical activities on resource and energy saving.
3. Comparative analysis of areas of acute environmental situations in Russia and the world.
4. Studying the rules of conduct during natural disasters and man-made accidents.
5. Development of the concept of sustainable development of the region.
6. Development of the charter of the public environmental movement for the conditions of their area.
7. Practical measures for the protection and restoration of nature.
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Environmental safety and environmental law
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Yasvin VA.History and psychology of formation of ecological culture. M., 1999.3
The workshop is a part of the educational and methodical set, which also includes a program, a textbook, a methodological guide for a teacher. Contains 274 tasks, which take into account all levels of complexity and the main types of practical exercises: laboratory, research and field work, discussions and seminars.
The workshop was approved by the Ministry of Education and Science of the Russian Federation as a textbook on ecology for students in grades 10-11 of educational institutions, but it can also be used for specialized education.
Assessment of climate comfort.
Climate is the main determining factor among the living conditions of an organism. The main characteristics of the climate are determined by the influx of solar radiation, the processes of circulation of air masses, the nature of the underlying surface. The climatic features of individual regions are significantly affected by the latitude and height of the terrain, proximity to the sea coast, features of the relief and vegetation, precipitation, the presence of snow and ice, and the degree of pollution. atmosphere.
Each organism has its own comfort zone - the optimal combination of temperature, humidity, wind speed and other factors. At rest or when performing light physical work, the comfort zone for a person is as follows: indoor temperature in winter + 18 ... 22 C, in summer + 23 ... 25 air speed in winter 0.15, in summer 0.2-0.4 m/s; relative humidity 40-60%. Outside the comfort zone, the body feels uncomfortable - uncomfortable (Greek dys., Latin dis.., - a prefix meaning difficulty, violation, disorder, division, loss of something).
Figure 1 shows an integral assessment of climate comfort for the population of Russia and neighboring countries, which was obtained by modeling the dependence of the density of the rural population on the climatic characteristics of the environment: the thermal balance of the territory, climate contrast, the duration of winter, the number of days with wind in winter.
CONTENT
Preface 6
Section I. GENERAL ECOLOGY
Chapter 1. The doctrine of ecosystems 7
Environmental factors 7
Ecosystem concept 11
Functional structure of the ecosystem 13
Dynamics of ecosystems. Ecological niche 23
Resilience and stability of ecosystems 29
Chapter 2. The Doctrine of the Biosphere 32
Biodiversity of ecosystems and reasons for its decline 33
Red Book 38
Specially protected natural areas 42
Environmental monitoring 43
Section II. APPLIED ECOLOGY
Chapter 3. Environmental problems of forestry 52
Ecological functions of the forest. 52
Current state of forests 55
Damage to Russian forests by pests, diseases and industrial pollution 60
Forest protection and restoration 64
Chapter 4. Environmental problems of water management 65
Functions of water in nature 65
Ecological role of groundwater 65
Water quality assessment 66
Self-purification of natural waters 82
Environmental problems of small rivers, canals and reservoirs 86
Water resources protection 90
Chapter 5. Ecological problems of agriculture 91
Agrocenoses and conditions for their existence 91
Measures to maintain agrobiocenoses 95
Protection of agrobiocenoses from pests, diseases and weeds 106
Agricultural production 109
Impact of agricultural production on the environment 111
Greening agriculture 115
Land monitoring in the Russian Federation 116
Chapter 6. Environmental problems of industry 116
Environmental consequences of the scientific and technological revolution 116
Rationing of atmospheric air pollution 117
Rationing of pollutants in water, soil and plants 118
Technogenic environmental pollution 120
Solid industrial and domestic waste, their processing or disposal 130
Environmental pollution during accidents and catastrophes 131
Greening industry 132
Alternative energy sources 135
Section III. SOCIAL ECOLOGY
Chapter 7. The history of the relationship between society and nature 136
The main stages of the historical development of man and society 136
Impact on nature by primitive hunters and gatherers 138
Neolithic Revolution 139
Impact on Nature in the Ancient World 140
Impact on nature in the Middle Ages 141
Impact on nature in the period of the New history of mankind 143
Chapter 8. Modern problems of social ecology 144
The threat of global anthropogenic changes in the environment 144
Natural disasters 151
Modern ecological problems of demography 152
Environmental issues associated with urbanization 155
Human health and the environment 163
Ecological culture 172
Functional value of environmental education 174
Chapter 9. Ways to solve environmental problems 175
Problems of rational nature management 175
Model of sustainable development of society 175
The doctrine of the noosphere 175.
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Basic laws of ecology. Zverev A.T.
M.: 2009. - 171 p.
The training manual discusses the basic laws, rules and principles of ecology. It presents various philosophical, social, economic, geographical, natural resource and other aspects of the interaction between society and the environment, the existence of the system man - society - nature. The publication is supplied with an ecological dictionary. The publication is recommended as a teaching aid for teachers and students, specialists in the field of local history, tourism managers, as well as an additional teaching aid for students of schools, lyceums and gymnasiums.
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TABLE OF CONTENTS
Preface 4
Introduction to ecology 5
Chapter 1. System-Wide Laws, Rules and Principles 13
1.1. Unity of living matter 13
1.2. The second law of thermodynamics in ecology 19
1.3. Synergetics 27
1.4. Hierarchy of systems 37
1.5. Relations System - Wednesday 44
Chapter 2. Laws of bioecology 49
2.1. Organism system - environment 49
2.2. Adaptation of organisms 54
2.3. Population laws 60
2.4. Spatial structure of populations 67
2.5. Functioning of biocenoses 72
2.6. Species composition of biocenoses 77
2.7. Ecosystem function 83
2.8. Ecosystem dynamics 90
2.9. General patterns of organization and evolution of the biosphere 96
Chapter 3. Laws of the system man - society - nature 103
3.1. The history of relationships in the system man - society - nature 103
3.2. Laws of social ecology 109
3.3. Nature management 116
3.4. Laws of Applied Ecology 122
3.5. Principles of environmental protection 127
3.6. Principles of sustainable development of the system man - society - nature. 133
3.7. Factors of sustainable development of the system man - society - nature. . 141
3.8. Laws of the noosphere 144
3.9. Federal Law "On Environmental Protection" 155
Ecological dictionary 162
References 168
About the author 170
The book outlines the basic laws, rules and principles of ecology, without the knowledge and practical use of which in organizing their lives, humanity will not escape the rapidly impending global environmental catastrophe.
“Man is called the ruler of nature, but the wisdom with which we rule is not given by nature. This must be learned,” wrote N.I. Lobachevsky.
"People will die from the inability to use the forces of nature and from ignorance of the true world," - this is how the hieroglyphic signature on the pyramid of Cheops is translated.
“The most important thing is to teach people to think,” wrote in the middle of the 20th century. German writer B. Brecht.
All the above statements of philosophers of antiquity, modern scientists and writers show the need to study the laws of the development of nature in order to wisely use its benefits not to the detriment of oneself and future generations, so that one can always convincingly argue the motivation of one's actions and statements in favor of protecting nature and the environment life. And this is very necessary in our time. The American ecologist P. R. Ehrlich in his article "Strategy for Conservation of Nature 1980-2000" writes about the relationship between ecologists and technocrats: "Politicians, economists, engineers, business executives, etc. - everyone will ask you to be "reasonable", "suitable with responsibility," and compromise. You will find that you are opposed by people - often smart, pleasant, well-meaning people who just want to continue to act as it was quite possible to act in the last two centuries. Always remember: these people are your opponents "No matter how good their intentions may be, they unwittingly pose a threat to you, your children and the children of your children. The fact that they themselves and their descendants will suffer from their activities does not make them any less dangerous for the whole world."
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The most important laws of classical ecology; the main environmental problems and environmental protection measures in the industry; types of monitoring and standardization of environmental quality
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Ecology is the science of the relationships and interactions between different living beings and their environment, the metabolism and energy flows that make life on Earth possible, and the adaptations of organisms to changing conditions...
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Sergei Zverev is a Russian writer specializing in action and military detective genres.
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Huge lands were mostly covered by non-agricultural land.
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