Bio - Ecology Study Guide Page 1 of 15 Big Idea – Living things meet their needs through interaction with the environment! Objective Content Description 5.01 Investigate and analyze the interrelationships among organisms, populations, communities and ecosystems Techniques of field ecology Abiotic and biotic factors Carrying capacity Students should be able to identify and describe symbiotic relationships Mutualism Commensalism Parasitism Students should be able to identify and predict patterns in Predator /prey relationships. Use field ecology techniques such as sampling and quadrant studies to determine species diversity and changes over time. Explain how abiotic and biotic factors are related to one another and their importance in ecosystems. Analyze how limiting factors influence carrying capacity (e.g. food availability, competition, harsh winter). Interpret population growth graphs. 5.02 Analyze the flow of energy and the cycling of matter in the ecosystem. Relationship of the carbon cycle to photosynthesis and respiration Trophic levels- direction and efficiency of energy transfer Investigate the carbon cycle as it relates to photosynthesis and respiration. Analyze food chains, food webs, and energy pyramids for direction and efficiency of energy transfer. 5.03 Assess human population and its impact on local ecosystems and global environments: Historic and potential changes in population Factors associated with those changes. Climate Change. Instruction should include: Analyze human population growth graphs (historical and potential changes) .(See 5.01) Factors influencing birth rates and death rates. Effects of population size, density and resource use on the environment. Discussion of human impact on local ecosystems: Acid rain Habitat destruction Introduced non-native species. How changes in human population affects populations of other organisms. Discussion of factors that influence climate: greenhouse effect (relate to carbon cycle and human impact on atmospheric CO 2 ) natural environmental processes (e.g.
Transcript
Bio - Ecology Study Guide Page 1 of 12Big Idea – Living things meet their needs through interaction with the environment!
Objective Content Description5.01 Investigate and analyze the interrelationships among organisms, populations, communities and ecosystems
Techniques of field ecology
Abiotic and biotic factors
Carrying capacity
Students should be able to identify and describe symbiotic relationships
Mutualism Commensalism Parasitism
Students should be able to identify and predict patterns in Predator /prey relationships.
Use field ecology techniques such as sampling and quadrant studies to determine species diversity and changes over time.
Explain how abiotic and biotic factors are related to one another and their importance in ecosystems.
Investigation of the direct and indirect impact of humans on natural resources (e.g. deforestation, pesticide use and bioaccumulation research )
Examples of sustainable practices and stewardship.
Bio - Ecology Study Guide Page 2 of 12Big Idea – Living things meet their needs through interaction with the environment!
5.01: Investigate and analyze the interrelationships among organisms, populations, communities, and ecosystems.
1. Organize the following terms using the diagram to the right: population, organism, biosphere, ecosystem, community
2. Label the diagram below using the terms from question 1.
3. The first level in ecological organization where both biotic and abiotic factors would exist together is the __________________________ level.
Bio - Ecology Study Guide Page 3 of 12Big Idea – Living things meet their needs through interaction with the environment!
4. Starting with the organism of “deer,” complete the chart giving examples of factors that might be included at each level.
Possible Biotic Factors Present Possible Abiotic Factors Presentorganism deer
populationcommunityecosystem
Complete the charts by listing possible biotic & abiotic factors in the given ecosystems.
5. Desert EcosystemBIOTIC ABIOTIC
6. Freshwater Pond EcosystemBIOTIC ABIOTIC
7. Describe the interdependence of biotic and abiotic factors.
8. Define the following terms:TERM DEFINITION
natural selectionhabitatniche
predationpredator
preycompetition
9. What three factors in the environment drive the natural selection of organisms?
10. Complete the chart by providing possible habits and niches for the following organisms:
ORGANISM HABITAT NICHEdeer
mushroomhawk
raccooncatfish
Bio - Ecology Study Guide Page 4 of 12Big Idea – Living things meet their needs through interaction with the environment!
11. What is the outcome if two species attempt to occupy the same niche for any length of time?
Examine the picture and answer the following questions.
14. When the niche of one organism overlaps with the niche of another, it leads to __________________________.
15. List the top three resources that cause competition among organisms.
16. Examine the following pictures and label the predator & the prey.
17. Examine the food web and list 3 possible predator-prey relationships.
13. What would be the choice of the bird whose niche is at the top of the branches if another bird of a different species came and tried to occupy that space?
Bio - Ecology Study Guide Page 5 of 12Big Idea – Living things meet their needs through interaction with the environment!
18. Write the “face” symbols for the following terms:a. mutualism
b. commensalisms
c. parasitism
19. Give your own example for each type of symbiotic relationship.a. mutualism
b. commensalisms
c. parasitism
20. What type of symbiotic relationship generally leads to co-evolution?
21. Mycorrhizae are the associations between fungi and the roots of plants. The fungi provide minerals to the plant and the plant provides food to the fungi. What type of relationship is this?
22. Bromeliads grow in the canopy of the tropical rainforest. They live in the tops of trees to obtain sunlight. They do not obtain nourishment from the tree or harm the tree. What type of relationship is this?
23. Mistletoe is a vine that grows on a tree. The mistletoe obtains nutrients from the tree leaving the tree weak and compromised. What type of relationship is this?
24. Limiting Factors: Complete the chart by determining if the factors are density-dependent or density-independent.
Limiting Factor Density Dependent or Independentweather
competition for mates
drought
fire
available shelter
disease
parasitism
predation
building a dam across a river
Bio - Ecology Study Guide Page 6 of 12Big Idea – Living things meet their needs through interaction with the environment!
Complete the diagram and answer the questions.
X = wolfH = hareO = pine tree
There are… 4 pine trees in 3, 4, 7, 8 2 pine trees in 1, 2, 5, 6, 11, 12, 15, 16 1 pine tree in 9, 10, 13, 14 1 wolf in 4, 13, 15 2 hares in 1-16
25. Which population has the lowest population density?
26. Which population has the highest population density?
27. In which boxes is the population of pine trees the highest?
28. In which boxes is the population of pine trees the lowest?
29. What might the wolf in section 15 do if the hares in his section developed a disease and died?
30. What might happen to the hare population in section 4 if another wolf entered that area?
Examine the graphs and answer the questions.
31. On the blank lines below the graphs, give each graph a title based on the type of population growth it depicts.
32. Label carrying capacity on the appropriate graph.
1 2 3 4
5 6 7 8
9 10 11 12
13 14 15 16
Bio - Ecology Study Guide Page 7 of 12Big Idea – Living things meet their needs through interaction with the environment!
33. Which graph shows a population that has reached its’ carrying capacity?
34. Which graph shows a population that is growing under ideal conditions with unlimited resources?
35. What is a population’s carrying capacity?
36. How do the following limiting factors influence the carrying capacity of deer in the Hopewell forest ecosystem?
LIMITING FACTOR DENSITY DEPENDENT or INDEPENDENT?
INFLUENCE ON CARRYING CAPACITY
increased competition for foodharsh winter
plentiful food sources
forest fire decreases available sheltersevere drought
decrease in female deer leading to increased competition for mates
5.02: Analyze the flow of energy and the cycling of matter in the ecosystem
1. What is a trophic level?
2. Ultimate source of all energy on earth?
3. Complete the chart below:
4. Complete the energy pyramid by labeling the source of energy for the food web and fill in the blank by each level of consumer to tell how much E is available.
Bio - Ecology Study Guide Page 8 of 12Big Idea – Living things meet their needs through interaction with the environment!
5. What does a consumer in a food chain depend on for energy?
6. Why is it that only 10% of the energy stored in one trophic level is passed on to the next trophic level?
7. Energy is _______________ as ____________________ through the process of ______________________, but matter is _________________________.
8. What kind of autotroph is the main producer in the oceans? on land?
Type of Ecosystem Main Producer
aquatic/marine
terrestrial/land
Examine the food web for the following questions:
9. List the autotrophs.
10. List all herbivores.
11. List the tertiary consumers.
12. List all primary consumers.
13. List all secondary consumers.
14. Create 2 food chains from the food web. Make sure the arrows are pointing in the correct direction.
15. What organisms are missing from this food web?
Examine the food chain below for questions 16-19.
18. How many trophic levels exist in this food chain?
19. If the producers produced 10,000 kcal of E, how much energy would the shark get from the producers?
16. Name the producers in the food chain.
17. Name the consumers in the food chain.
Bio - Ecology Study Guide Page 9 of 12Big Idea – Living things meet their needs through interaction with the environment!
20. How is the movement of matter through the cycles different than the flow of energy through the trophic levels?21. Draw a diagram of the carbon cycle.
22. What are the main processes that are involved in the carbon cycle? How are these processes related?
5.03: Assess human population and its impact on local ecosystems and global environments: 1. What is the main cause of global warming?
2. Describe the difference between renewable and non-renewable resources.
3. Give an example of a renewable resource and a non-renewable resource.renewable - ______________________ non-renewable - ______________________
4. How might deforestation affect global warming?
5. What organic compound that contains chlorine is responsible for the breakdown of ozone in the atmosphere?
6. What type of emissions cause acid rain?
7. List several sustainable practices that have a positive impact on the environment.
8. Kudzu and coyotes are local invasive species. List at least two ways that are detrimental to the local ecosystem.
KUDZU COYOTES
Examine the graph and answer questions 9-11.
9. According to the graph, during what years was there the most dramatic increase in CO2 levels?
10. How does human population growth correlate to the increase in CO2 levels? (Think about non-sustainable practices.)
11. A carbon footprint is a measure of the impact our activities have on the environment, and in particular climate change. It relates to the amount of greenhouse gases produced in our day-to-day lives through burning fossil fuels for electricity, heating and transportation etc. List some items/activities that increase our carbon footprint.
Bio - Ecology Study Guide Page 10 of 12Big Idea – Living things meet their needs through interaction with the environment!
12. Put the following statements in the correct order:
Number Statementsunlight breaks down the CFCs releasing chlorine atomschlorine atoms destroy the ozone layerincreased UV rays reach the earth’s surface, increasing the risk of skin cancerCFCs are released naturally from volcanoes & from products like freon (coolant) & aerosol sprays and rise to the stratosphere
Use the graph to answer the questions:
13. Agriculture began in about _________________________.
14. The approximate population of earth in the year 2000 was _______________________.
15. In the past 2000 years, the event that temporarily halted population increase was the _____________________________.
16. What type of growth curve is represented by this graph?
17. The steepest climb in population occurred mainly between the year _______________ and the year 2000 AD.
18. List at least 2 factors that are a major influence on birth rates and death rates.
Use the age-structure graph to answer the questions:
19. What type of growth does the age-structure graph indicate about the population of Rwanda?
20. The largest segment of the Rwandan population is between the ages of ____________ to ______________.
21. What percent of the population are males ages 50-54?
22. In this population, who tends to live the longest, males or females?
Bio - Ecology Study Guide Page 11 of 12Big Idea – Living things meet their needs through interaction with the environment!
23. Look at each population and determine whether the overall population size has increased or decreased.
24. What is the leading cause of the loss of biodiversity due to extinction? ______________________________
25. How do changes in human populations affect the changes of animal and plant populations?
Rewind Your Mind
1. What do you call a scientific experiment that tests only one variable at a time?
2. What are constants in a scientific experiment?
3. How is a theory different from a hypothesis?
4. The sum total of all life processes taking place in an organism is known as metabolism. Please describe the eight life processes needed to complete metabolic activities. (Hint: STERNGRR)
Metabolic Process Description
synthesis
transport
excretion
regulation
nutrition
growth
reproduction
respiration
Bio - Ecology Study Guide Page 12 of 12Big Idea – Living things meet their needs through interaction with the environment!
5. A biologist on safari in Africa encounters a strange object. It moves around using many “legs”. It responds to the biologist when she approaches by backing up and letting out a sharp cry. The biologist sees miniature versions of the same object in the same area. The object grabs some leaves from a nearby tree and grinds them up in its “mouth”. When the biologist takes a sample of the objects internal “fluids” she finds no specific levels of organization. Is this object living or non-living? Explain your answer using the characteristics of life.
6. Read the experiment below and determine the following:
Jermaine noticed that his neighbor’s roses had huge, beautiful blooms. Jermaine’s roses had tiny blooms. He wanted to figure out why his roses looked so pathetic. Jermaine decided that his neighbor uses fertilizer on his roses. Jermaine buys the fertilizer. He fertilizes two rose bushes every day, and does not fertilize two rose bushes. He waters all of the roses every day. They are all exposed to 6 hours of sunlight per day. After a week, he notices that his fertilized rose bushes have large buds. After two weeks the non-fertilized bushes have tiny buds. Jermaine has determined that the fertilizer was the cause of the blooms.
