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Name Date Hour Vocab #8 ECO- -LOGY BIO- -SPHER- A- ORG- POPUL- AUTO- HETERO- DETRI- GEO- MOLE- -CULE MACRO- MICRO- HYDR- CONIF- DECID- INTRODUCTION TO ECOLOGY NOTES Ecology - _________________________________________________________________ ___ _________________________________________________________________ _____________ Biosphere - _________________________________________________________________ __ _________________________________________________________________ _____________ - 1 – Ecology Packet
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Vocab #8ECO--LOGYBIO--SPHER-A-ORG-POPUL-AUTO-HETERO-DETRI-GEO-MOLE--CULEMACRO-MICRO-HYDR-CONIF-DECID-

INTRODUCTION TO ECOLOGY NOTES

Ecology - __________________________________________________________________________________________________________________________________________________ Biosphere -_________________________________________________________________________________________________________________________________________________ Ecosystem - ________________________________________________________________________________________________________________________________________________ Niche - ____________________________________________________________________________________________________________________________________________________

There are two types of things present in an ecosystem:1. Living things are called ________________________________ factors.Examples: ___________________________________________________________________________________________________________________________________________________

2. Nonliving things are called __________________________________ factors.Examples: __________________________________________________________________________________________________________________________________________________

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Biotic and abiotic factors __________________________ each other. Organisms change their ___________________________ and the environment changes the ______________________.

All organisms depend in some way on other living things and non living things in the environment.

No organism is isolated! The survival of all organisms depends on their interactions with

_________________________ _______________________ in their surroundings and the _______________________________ _____________________ of their environment.

Any disturbance in one aspect of an ecosystem affects __________________ _____________________ ______________________.

Write-Up

From the Ecology Circle-Sit activity I learned that ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Question: What will happen when a population of bears the size of our class hunts for food in their environment? How does the population size and the size of the environment affect the animal?

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1. Hypothesis: _____________________________________________________________________________________________________________________________________________________________________________________________________________________________2. What will happen to the blind bear, the injured bear, and the mother with the young cubs? How will their impairments affect the hunt for food? ____________________________________________________________________________________________________________________________________________________________3. As a bear, what do you think some of the obstacles will be in your quest for finding food?

____________________________________________________4. Total # of kilograms your bear ate: ________________ kg

Fill in the data table below:Data Table 1—Amount of Food

Food Nuts Berries Insects Meat Plants# of

KilogramsPercentage

An actual bear’s diet will vary between areas, seasons, and years. For example, a bear in Alaska would more likely eat more meat (fish) and fewer nuts than a bear in Arizona. One similarity among black bears everywhere is that the majority of their diet is normally made up of a vegetative material. The following are estimates of total pounds of food one bear in 10 days:

Berries and fruits 20 kg = 25%Nuts 20 kg = 25%Insects 12 kg = 15%Meat 8 kg = 10%Plants 20 kg = 25%

5. Now that you know what a “healthy” bear diet consists of, explain how healthy you think your bear will be. Which foods were abundant in your bear’s diet? Which foods were deficient? _____________________________________________________________________________________________________________________________________________

6. What is the term that ecologists use to describe things in the environment that limit the number of individuals that can live there? ______________________________________

7. How many bears survived? _________8. Divide the total number of kilograms eaten by the 80 kg needed for an individual bear to

survive a 10-day period: _______________ / 80 = ______________9. How many bears could the habitat support? ______________10. What is the term that ecologists use to describe the maximum number of individuals an

environment can support? __________________________________________________11. Was there a discrepancy between the number of bears that survived and the number of bears

the habitat could support? ______________________________________________

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12. Explain why there might be a difference between the number of bears that survived and the number of bears the habitat could support even if it did not occur in this situation.

______________________________________________________________________________________________________________________________________________________

13. How will limiting the size of the bear population affect the hunt for food for the bears that hunt? _______________________________________________________________

14. Based on this information, why do you think wildlife managers permit hunting? Can hunting benefit some populations? Explain. ____________________________________________________________________________________________________________________________________________________________________________________________________

15. What do you think will happen if only half the class hunted with the same amount of food available?____________________________________________________________________________________________________________________________________________

16. Conclusion: Write a paragraph answering the following questions: What will happen when a population of bears the size of our class hunts for food in

their environment? How did the population size and the size of the environment affect the animal? Include the following terms in your answer: competition, population, carrying

capacity and limiting factor. (Underline each term.)

_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

NOTES

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Population: ____________________________________________________________________

CHARACTERISTICS OF POPULATIONS

Population density: ______________________________________________________________

High Population Density Pic A

Describe:

Low Population Density Pic A

Describe:

High Population Density Pic B

Describe:

Low Population Density Pic B

Describe:

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Island Hopping Worksheet(from http://www.sitesalive.com/ml/tg/private/mltgwkhop.pdf)

Read the paragraph below, then scan the map and table. Answer the questions that follow.The Turks and Caicos Islands consist of about 30 islands, eight of which are inhabited. They lie in the North Atlantic Ocean, southeast of the Bahamas, and are split into two main groups, the Caicos Islands and the Turks Islands, separated by the Columbus Channel. The islands feature spectacular coral reefs, beaches, and historical sites, but are relatively undeveloped. The main businesses are tourism, offshore financial services, fishing, and construction. Lobster and conch are the main exports. The economy grew at a rate of 13.9 percent in 1998 and 8.7 percent in 1999. Much of the land is arid; only about 2 percent of the land is useful for agriculture. Most items need to be imported, resulting in a fairly high cost-of-living. Tourism is centered in Providenciales; many islanders are moving there from other islands. The territory’s only hospital is located on Grand Turk. The table below provides information on the size and population of each of the major islands. Use this information to answer the questions below.

1. Calculate the population density (number of people per square mile) of each island and fill in that column of the table.

Island ApproximatePopulation

Area(square miles)

Population Density(people/square mile)

Grand Turk 6,000 7East Caicos 0 18Middle Caicos 275 48North Caicos 1,500 41Providenciales 8,000 30Salt Cay 200 1South Caicos 1,200 8West Caicos 0 9

2. (a) Which island has the largest population? _______________________________________ (b) The smallest? ____________________________________________________________

3. What percentage of the eight major islands are inhabited? ____________________________

4. The islands’ capital, Cockburn Town, is located on Grand Turk. It has a population of about 3,800. What fraction of the population of the people living on Grand Turk live in Cockburn Town? _____________________________________________________________________

5. What is the total population of the eight major islands?______________________________

6. Which island is the largest? ____________________________________________________

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7. How much larger is it than the second largest island? _______________________________

8. What is the total area of the eight major Islands? ___________________________________

9. Which island has the highest population density? ___________________________________

10. Which island has the lowest population density? ___________________________________

11. The total population of all of the Turks and Caicos Islands, including two small inhabited islands not listed in the above table, was estimated at 17,502 in 2000. The total area of all the islands is approximately 166 square miles. Estimate the total population, total area, and average population density of the 22 islands not listed in the table. Explain your calculations.

Total population = ____________________Total area = __________________________Avg Pop Density = ____________________

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POPULATION GROWTH

Things that affect population growth:

Natality (Birth rate) Mortality (Death rate )

Question: What happens to the population when natality is greater than mortality?Answer: ____________________________________________________________________Question: What happens to the population when mortality is greater than natality?Answer: ____________________________________________________________________

Immigration: moving ___________ an area (hint: ) Emigration: ___________________ an area (hint: )

CARRYING CAPACITY AND LIMITING FACTORS

Carrying capacity:_____________________________________________________________________________________________________________________________________________ Here is what a graph looks like when a population has reached carrying capacity:

Limiting factor: __________________________________________________________________________________________________________

TWO TYPES OF POPULATION GROWTH

1. Exponential: _____________________________________________________________ AKA: ____________________________________________________________ Here is an exponential curve graph:

This graph means that: _____________________________________________________________________________________

2. Logistic: ________________________________________________________________ AKA: ____________________________________________________________ Here is a logistic curve graph:

This graph means that: _____________________________________________________________________________________

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A student grew a yeast culture on sterilized nutrient medium in a closed dish for 5 days. Each day, she took the same size sample from the dish and placed it on a special slide used for counting microorganisms. She examined the samples under a microscope and drew the following illustrations of her observations over the course of the investigation. Each dot represents 10 yeast cells.

1. Why did the student use sterilized medium and keep the dish closed? _________________________

_________________________________________________________________________________

2. What problem was this student investigating? ____________________________________________

_________________________________________________________________________________

3. During which two-day period was population growth most rapid? ____________________________

4. At what point did the population reach the carrying capacity of the culture dish? _________________

_________________________________________________________________________________

5. What factors probably limited the growth of the yeast population? ____________________________

_________________________________________________________________________________

6. How could the student change the investigation so that the carrying capacity of the yeast’s

environment is increased? ____________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

7. What steps could the student take to ensure the accuracy of her results? ________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

8. Which graph best illustrates the growth of the student’s yeast population?

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Deer: Predation or Starvation

Introduction: In 1970 the deer population of an island forest reserve about 518 square kilometers in size was about 2000 animals. Although the island had excellent vegetation for feeding, the food supply obviously had limits. Thus the

forest management personnel feared that overgrazing might lead to mass starvation. Since the area was too remote for hunters, the wildlife seervice decided to bring in natural predators to control the deer population. It was hoped that natural predation would keep the deer population from becoming too large and also increase the deer quality (or health), as predators often eliminate the weaker members of the herd. In 1971, ten wolves were flown into the island.

The results of this program are shown in the following table. The Population Change is the number of deer born minus the number of deer that died during that year. Fill out the last column for each year (the first has been calculated for you).

Year Wolf Population

Deer Population

Deer Offspring Predation Starvation

Deer Population Change

1971 10 2,000 800 400 100 +3001972 12 2,300 920 480 2401973 16 2,500 1,000 640 5001974 22 2.360 944 880 1801975 28 2,224 996 1,120 261976 24 2,094 836 960 21977 21 1,968 788 840 01978 18 1,916 766 720 01979 19 1,962 780 760 01980 19 1,982 790 760 0

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Graph the deer and wolf populations on the graph below. Use one color to show deer populations and another color to show wolf populations.

Analysis

1. Describe what happened to the deer and wolf populations between 1971 and 1980. ______________________________________________________________________________________________________________________________________________________

2. What do you think would have happened to the deer on the island had wolves NOT been introduced? ____________________________________________________________________________________________________________________________________________

The Lesson of the Kaibab- 11 –

Ecology Packet

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Introduction: The environment may be altered by forces within the biotic community, as well as by relationships between organisms and the physical environment. The carrying capacity of an ecosystem is the maximum number of organisms that an area can support on a sustained basis. The density of a population may produce such profound changes in the environment that the environment becomes unsuitable for the survival of that species. For instance, overgrazing of land may make the land unable to support the grazing of animals that lived there.

Background:

Before 1905, the deer on the Kaibab Plateau were estimated to number about 4000. The average carrying capacity of the range was then estimated to be about 30,000 deer. On November 28th, 1906, President Theodore Roosevelt created the Grand Canyon National Game Preserve to protect the “finest deer herd in America.”

Unfortunately, by this time the Kaibab forest area had already been overgrazed by sheep, cattle, and horses. Most of the tall grasses had been eliminated. The first step to protect the deer was to ban all hunting. In addition, in 1907, The Forest Service tried to exterminate the predators of the deer. Between 1907 and 1939, 816 mountain lions, 20 wolves, 7388 coyotes and more than 500 bobcats were killed.

Signs that the deer population was out of control began to appear as early as 1920 – the range was beginning to deteriorate rapidly. The Forest Service reduced the number of livestock grazing permits. By 1923, the deer were reported to be on the verge of starvation and the range conditions were described as “deplorable.”

The Kaibab Deer Investigating Committee recommended that all livestock not owned by local residents be removed immediately from the range and that the number of deer be cut in half as quickly as possible. Hunting was reopened, and during the fall of 1924, 675 deer were killed by hunters. However, these deer represented only one-tenth the number of deer that had been born that spring. Over the next two winters, it is estimated that 60,000 deer starved to death.

Today, the Arizona Game Commission carefully manages the Kaibab area with regulations geared to specific local needs. Hunting permits are issued to keep the deer in balance with their range. Predators are protected to help keep herds in balance with food supplies. Tragic winter losses can be checked by keeping the number of deer near the carrying capacity of the range.

Graph the deer population data.

Deer Population Per Year1905 1910 1915 1920 1924 1925 1926 1927 1928 1929 1930 1931 1935 19394,000 9,000 25,000 65,000 100,000 60,000 40,000 37,000 35,000 30,000 25,000 20,000 18,000 10,000

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1. During 1906 and 1907, what two methods did the Forest Service use to protect the Kaibab deer? ___________________________________________________________________________________________________________________________________________

2. Were these methods successful? Use the data from your graph to support your answer.______________________________________________________________________________________________________________________________________________________

3. Why do you suppose the population of deer declined in 1925, although the elimination of predators occurred? ____________________________________________________________________________________________________________________________________

4. Why do you think the deer population size in 1900 was 4,000 when it is estimated that the plateau has a carrying capacity of 30,000? __________________________________________________________________________________________________________________

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Based on these lessons, suggest what YOU would have done in the following years to manage deer herds.

5. 1915: _______________________________________________________________________________________________________________________________________________

6. 1923: _______________________________________________________________________________________________________________________________________________

7. It is a criticism of many population ecologists that the pattern of population increase and subsequent crash of the deer population would have occurred even if the bounty had not been placed on the predators. Do you agree or disagree with this statement. Explain your reasoning. ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

8. What future management plans would you suggest for the Kaibab deer herd? _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

 

 

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Define symbiosis: _________________________________________________________

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PREDATIONDefinition:

Examples:

PARASITISMDefinition:

Examples:

Definition:

Examples:

MUTUALISM

Definition:

Examples:

COMMENSALISM

COMPETITIONDefinition:

Examples:

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WHATAVORES?

All organisms require energy to survive. The major source of energy on Earth comes from the ______________.

Humans and other animals cannot stand out in the sun in order to gain energy. So how do we get energy?

Plants are adapted to turn energy from the sun into a food source. Through the process of _________________, plants use energy from the sun to make _______________. These sugars are then stored inside of the plant.

Then an organism, such as a cow eats the plant. Organisms that eat plants are called _____________. When the herbivore eats the grass, it eats the stored sugars that provide energy.

The herbivore is later eaten by another organism (a human eating a cow, for instance). Organisms that eat meat are called _____________. When the carnivore eats another organism, it gains the sugars that provide energy.

Organisms that eat both plants and animals are called ______________.

THE CHAIN GANG

Producer Consumer

Autotroph Heterotroph

→ → →

_______________ _________________ _______________ ________________

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Primaryconsumer

SecondaryConsumer

TertiaryConsumer

QuaternaryConsumer

Torrens River Food Web

Torrens River Food Web

The Torrens River starts in the Adelaide hills as several small creeks which join to form one larger creek. As it winds its way down the hills to the city, more and more water is added. It generally only flows in winter when the rainfall is sufficient, and it dries up into small waterholes during the summer. A weir is used to hold water permanently in the city. It is surprising how many organisms rely on the river for their existence.

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Detrivores (scavengers) Decomposers

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Algae can be observed growing in the water, as well as water ribbons (Triglochin procerum). On the water edge, fluffy topped reeds such as the common reed (Phragmites australis) and the bulrush (Typhus sp.) grow. Water boatman observed swimming in the water. They are eating the algae and reeds. Mosquito larvae also eat the algae while the fresh water snail eats both the algae and water ribbons. A long necked tortoise pokes its nostrils above the water. The tortoise eats the algae too, as well as feeding on snails, boatman and yabbies. The water boatman provides food for many species including fish, frogs, diving beetles and dragonfly larvae. The yabbies are scavengers, feeding on rotting plant and animal matter, while bacteria also help break down this dead material by digesting it and recycling nutrients in the food web. The mosquito larvae are considered a delicacy for frogs (such as the common froglet) and several varieties of fish (such as the big-headed gudgeon or the congolli).

Birds are in abundance along the waterway. Pacific black ducks are feeding on fish, dragonfly larvae and diving beetles, while the occasional visiting pelican feeds on fish, frogs, and dragonfly larvae. Black swans make a beautiful sight, bending their elegant necks to forage under the water grazing on the water ribbons, snails and an occasional fish. The white-faced heron makes a meal of the fish and frogs. The purple swamp hen runs quickly from the bulrushes where it feeds on the tender growth of the bulrushes and also makes its nest. On the bank a blue-tongue lizard is sunning itself in a warm rock. It snaps at the dragonflies and diving beetle and beware the unwary frog, the lizard will sometimes eat them too.

1. Divide the organisms into the following categories:Producers 1st Order Consumer 2nd Order Consumer (and higher)

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2. Now complete your food webIt is best to start with the producers and build up. Complete the arrows to show the flow of energy. You may need to read through parts of the text again.

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3. Which of the organisms contain chlorophyll? Are they producers or consumers? How do you know? _____________________________________________________________________

4. Which organisms feed on algae? ___________________________________________________________________________________________________________________________

5. Which organisms feed on fish? _________________________________________________

___________________________________________________________________________

6. Find a food chain from your web with at least 4 organisms. Place them in the pyramid with the producer at the bottom and the highest order consumer at the peak. Estimate numbers of organisms for each level (their population) in that habitat. It should decrease as it goes higher. Infer or explain why this happens.

7. What organisms are decomposers? Where do they live? What do they do? Indicate where they fit in your food web. _____________________________________________________

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________8. Predict what would happen to the organisms if (choose one):

An oil spill occurred nearby All the fish were killed Several house owners nearby fertilized their lawns followed by a big rain The weather is warmer than usual and less rain falls

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Use the food web below to answer the following questions:

1. What would happen to the population of rabbits if a forest fire killed all of the trees?

_________________________________________

2. What would happen to the population of grasshoppers if the frog population decreased?

_________________________________________

3. What would happen to the frog population if grasshoppers became extinct?

__________________________________________________________________________________

4. What would happen to the fox population if the plant population decreased?

__________________________________________________________________________________

5. What would happen to the snake population if the grasshopper population increased?______________________________________________________________________________

6. What would happen to the owl population if the squirrel population decreased?______________________________________________________________________________

7. What would happen to the frog population if the rabbit population increased?______________________________________________________________________________

8. What would happen to the tree population if the snake population decreased?______________________________________________________________________________

9. What would happen to the mouse population if the frog population increased?______________________________________________________________________________

10. What would happen to the squirrel population if the grasshopper population increased?______________________________________________________________________________

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Energy BiomassNumber

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The food web below shows the relationship among some of the organisms found in a desert environment.

1. According to the food web, which of these organisms is an herbivore?A) lizardB) snake

C) hawkD) grasshopper

2. Which of these shows the relationship between the lizard and the grasshopper?A) parasite-hostB) predator-prey

C) mutualismD) commensalism

3. Decomposers benefit an ecosystem by A) manufacturing energyB) returning nutrients to the soil

C) controlling the populationD) removing toxic substances

4. Which of the following organisms from the African savannah would you expect to be the least abundant?

A) grassB) lion

C) zebraD) grasshopper

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5. The greatest amount of energy present in this pyramid is found at the level of the A) Hawks B) Snakes C) Rodents D) Green Plants E) Decomposers

6. The pyramid implies that, in order to live and grow, 1000 pounds of snakes would requireA) less than 1000 lbs. of green plantsB) 1000 lbs. of rodentsC) more than 1000 lbs. of rodents

D) no rodentsE) more than 1000 lbs. of hawks

7. Which of the following represents the food chain shown in the pyramid?A) green plant, rodent, snake, hawkB) rodent, green plant, snake, hawkC) snake, green plant, rodent, hawk

D) hawk, green plant, rodent, snakeE) green plant, snake, hawk, rodent

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Green Plants

Rodents

Snakes

Hawks

Rodents

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Tree Bird Hawk

GrasshopperRabbit

Fox

Snake

Mouse Lizard

Grass

8. Examine the diagram of the food web above. How do you think the food web would be affected if the grass and the shrub were both eliminated? Explain your answer. ____________________________________________________________________________________________________________________________________________________________________________________________

9. Examine the diagram of the food web above. Suppose you remove the rabbits, grasshoppers, birds, mice from this food web. Which organisms would be affected and how?_________________________________________________________________________________________________________________________________________________________________________________________

10. Why is a food web a more complete picture of the feeding relationships in an ecosystem than food chain is? ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

11. Explain the difference between the terms decomposer and detrivore. ___________________________________________________________________________________________________________________________________________________________________________________________

12. How does the transfer of energy in an ecosystem differ from the transfer of nutrients? ______________________________________________________________________________________________________________________________________________________________________________

13. Explain why the same area of land can support more herbivores than carnivores._____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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BIOGEOCHEMICAL CYCLES NOTES

• “Bio” means ___________• “Geo” means _____________• Chemical• A cycle is _______________________• Therefore, biogeochemical cycles are processes in which substances move between living and

nonliving parts of an ecosystem

Biogeochemical Cycles ___________________________!

The substances that are being recycled are _______________________________!

THEY LAST ___________________

These are the cycles that never end… Yes they go on and on my friend. Some chemicals started cycling not knowing what it was, now they’ll continue doing it forever just because these are the cycles that never end…

3 Very Important Biogeochemical Cycles in Biology:

1. ___________ Cycle2. ____________ Cycle3. ______________ Cycle

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1. What three major steps make up the water cycle?_____________________________________________________________________________________________________________________

2. What are two ways that moisture returns to the air?______________________________________________________________________________

3. Name two ways in which water returns to the oceans from the land.________________________________________________________

4. Name the main reservoir for water on Earth.____________________________

5. Describe the important role of plants in the cycling of water through ecosystems._____________________________

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CARBON CYCLE NOTES

Carbon is an __________________.It is also an ______________________.

Carbon atoms are special because they can bond with up to __________ other atoms. It can also form long __________________.

Therefore, molecules containing carbon can be very ____________________!

Large molecules are called ____________________________________.(“macro” is the opposite of “micro” and means _______________________)

There are 4 classes, or types, of macromolecules that are important in Biology:1. ______________________________ (sugars, starches)2. _______________________ (fats)3. _______________________ (meat, beans, nuts)4. _______________________________________ (DNA, RNA)

Living things need all 4 of those classes. We need sugars and fats for ____________________, DNA to guide our cells to perform ____________________________, and _________________ to actually carry out those jobs.

Since all living things (or organisms) must have those biomolecules, and because those biomolecules are made of carbon, any molecule that contains carbon is called _____________________. (ORGANIC-ORGANISM)

So how does the carbon cycle work?Plants breathe in _________________________________ and breathe out _________________ (__________________________________). Animals breathe in _____________________ and breathe out ______________________________________ (____________________________).

The carbon that makes up living things is returned to the soil when an organism dies and decomposes.

Plants absorb carbon in the soil with their roots.

Burning (a process called ______________________) _________________________________ emits carbon dioxide into the atmosphere.

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1. What is the process by which plants convert carbon dioxide into sugar? _________________2. Explain what can happen over millions of years to the carbon compounds in organisms that die and

decompose. __________________________________________________________3. What processes releases carbon dioxide into the atmosphere? _________________________

_____________________________________________________________________________________________________________________________________________________

4. How do plants and animals help to maintain a balance of carbon dioxide in the atmosphere?______________________________________________________________________________________________________________________________________________________

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Like materials such as water and nitrogen, carbon cycles through ecosystems. Carbon is necessary for life processes. As shown in the drawing, carbon is released into the atmosphere in the form of carbon dioxide by many processes. Among the natural processes that release carbon dioxide are respiration of plants and animals. Human activities, such as the burning of fossil fuels, also release carbon dioxide into the atmosphere. Plants use carbon dioxide in the process of photosynthesis. In geologic processes, carbon dioxide absorbed in water or soil combines with metals such as calcium to form compounds called carbonates. Calcium carbonate, CaCO3, is an example. Carbonates and decaying organic matter are deposited as sediment in bodies of water. Over long periods of time, the sediments can form rock and fossil fuels.

1. What are some other natural processes that produce carbon dioxide? _____________________________________________________________________________________________

2. What are some human activities that are the source of carbon dioxide? _____________________________________________________________________________________________

3. What atmospheric gas is necessary for respiration? ____________________________________________________________________________________________________________

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NITROGEN CYCLE NOTESWhy is nitrogen important?1. Needed to make _________________________2. Needed to make ______________________________ (like DNA)

Nitrogen cycles between different aspects of the environment and is never used up… (It will keep cycling forever!)

___________% of the atmosphere (air) is made of nitrogen. This might seem handy for organisms who need it to make proteins and nucleic acids, but…

Most living things can use nitrogen (N) in the form of _______________________ (NH3). This is NOT the same type of nitrogen that is in the air!

So living things can’t just pull the nitrogen out of the air and use it. The nitrogen in the air must be “__________________________” so that it can be used

Nitrogen Fixation:Bacteria change nitrogen gas from the air into ammoniaThe bacteria that “fix” nitrogen gas and turn it into ammonia are called nitrogen-fixing bacteria.Nitrogen-fixing bacteria live in the _________________________ and in the _______________ of some plants like beans, peas, clover, and alfalfa

Plants absorb _______________________ through their roots to make proteins and amino acids.

Organisms called ____________________________ are required to decompose dead organisms.

When decomposers break organisms down, they release the nitrogen-containing ammonia that made up the organism’s proteins and nucleic acids. This process is called ________________________________.

__________________ and ____________________ contain nitrogen. When an organism urinates or defecates, nitrogen in the form of ammonia enters the soil.

When ammonia enters the soil, another type of bacteria, called nitrifying bacteria, turn the ammonia into compounds called nitrates and nitrites. This process is called ______________________________.

Plants use nitrates to make ___________________________. Proteins are chains of amino acids.

There’s one more group of bacteria that are important in the nitrogen cycle: _________________ bacteria. They break down nitrates and release nitrogen back into the atmosphere. This is called denitrification.

So how do animals get nitrogen?They have to ____________ plants, or they must eat _______________ that have eaten plants.

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1. What percent of the air consists of nitrogen gas? ______________________

2. Bacteria in root nodules change nitrogen gas into what form? _________________

3. What is the role of decomposers in the nitrogen cycle? _____________________

_________________________

4. How do plants obtain the nitrogen they need? ____________________________

5. How do herbivores obtain the nitrogen they need? ________________________

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6. How do other animals obtain the nitrogen they need? ________________________ _________________________

7. According to the diagram at left, how is nitrogen returned to the atmosphere? _________________________

8. What would be the impact on the nitrogen cycle if there were a decrease in decomposition in a given ecosystem?

_________________________

1. What important material is needed by living things to make proteins?_______________________________________________________

2. What is nitrogen fixation? Why is it necessary? _______________________________________________________________________

3. Trace the transfer of nitrogen in the nitrogen cycle, beginning in the atmosphere. ______________________________________________________________________________________________________________________________________________________________________________________________________________

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1. Describe five instances in the nitrogen cycle where bacterial action is important:(a)__________________

_____________________

(b)__________________

_____________________

(c)__________________

_____________________

(d)__________________

_____________________

(e)__________________

_____________________

2. State the form in which nitrogen is available to most plants. ____________________________

A biome is an area with one of the main types of climate, with its own distinguishable vegetation and animal life. In each type of climate, characteristic vegetation tends to develop and maintain itself. This characteristic vegetation provides habitats for characteristic animal life.

The distribution of different biomes all over the earth depends primarily on factors such as temperature, precipitation, solar radiation, wind, soil, latitude, and altitude. Biomes are also affected by seasons, which are caused by the tilt of the Earth’s axis. Ecologists use climatograms—graphs of temperature and precipitation—to attempt to relate climate to patterns of life.

Materials: You will need three different colored pencils and paper.

1. Examine the six identified climatograms in Figure 1. 2. For each of these six biomes, write in Data Table 1 a brief statement about the annual patterns of

temperature and precipitation. A statement about the first biome (tundra) has been provided as an example.

3. Table A has four sets of temperature and precipitation data for four locations. Plot these data (a, b, c, d) on the blank climatograms in Figure 2. Use one colored pencil for the temperature line and another colored pencil for the temperature line and another colored pencil to shade the bars for precipitation.

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4. Examine the data in Table B for six “unknown” climatograms (e, f, g, h, i, j). Identify the type of biome for each “unknown” climatogram by writing the name of the biome in the space provided. For the location, write “southern hemisphere”, “northern hemisphere”, or “equatorial zone”.

DATA TABLE 1: BIOMES OF SELECTED LOCATIONS

BiomeANNUAL CLIMATE PATTERN

Precipitation Temperature

Tundra Very little overall, mostly in summer

Distinct seasons; rises above freezing only during the summer

Taiga

Mid-latitudegrassland

Mid-latitude desert

Mid-latitude deciduous forest

Tropical rain forest

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TABLE A: MONTHLY TMERPERATURE AND PRECIPITATION FOR FOUR LOCATIONSJ F M A M J J A S O N D

a. Tropical Deciduous Forest: Cuiaba, BrazilT 27.2 27.2 27.2 26.7 25.6 23.9 24.4 25.6 27.8 27.8 27.8 27.2P 24.9 21.1 21.1 10.2 5.3 0.8 0.5 2.8 5.1 11.4 15.0 20.6

b. Chaparral: Santa Monica, CaliforniaT 11.7 11.7 12.8 14.4 15.6 17.2 18.9 18.3 18.3 16.7 14.4 12.8P 8.9 7.6 1.3 1.3 1.3 0.0 0.0 0.0 0.3 1.5 3.6 5.8

c. Savanna: Moshi, TanzaniaT 23.2 23.2 22.2 21.2 19.8 18.3 17.9 18.4 19.8 21.4 22.0 22.4P 3.6 6.1 9.2 30.1 30.2 5.1 5.1 2.5 2.0 3.0 8.1 6.4

d. Tropical Desert: Aden, AdenT 24.6 25.1 26.4 28.5 30.6 31.9 31.1 30.3 31.1 28.8 26.5 25.1P 0.8 0.5 1.3 0.5 0.3 0.3 0.0 0.3 0.3 0.3 0.3 0.3

NOTE: T=temperature, C P=precipitation, cm

(a) biome: (b)biome:

(c) biome: (d)biome:

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TABLE B: MONTHLY TEMPERATURE AND PRECIPIATATION FOR SIX “UNKNOWN” LOCATIONS

J F M A M J J A S O N De. T 1.1 1.7 6.1 12.2 17.8 22.2 25.0 23.3 20.0 13.9 7.8 2.2

P 8.1 7.6 8.9 8.4 9.2 9.9 11.2 10.2 7.9 7.9 6.4 7.9f. T 10.6 11.1 12.2 14.4 15.6 19.4 21.1 21.7 20.0 16.7 13.9 11.1

P 9.1 8.9 8.6 6.6 5.1 2.0 0.5 0.5 3.6 8.4 10.9 10.4g. T 25.6 25.6 24.4 25.0 24.4 23.3 23.3 24.4 24.4 25.0 25.6 25.6

P 25.8 24.9 31.0 16.5 25.4 18.8 16.8 11.7 22.1 18.3 21.3 29.2h. T 12.8 15.0 18.3 21.1 25.0 29.4 32.8 32.2 28.9 22.2 16.1 13.3

P 1.0 1.3 1.0 0.3 0.0 0.0 0.3 1.3 0.5 0.5 0.8 1.0i. T -3.9 -2.2 1.7 8.9 15.0 20.0 22.8 21.7 16.7 11.1 5.0 -0.6

P 2.3 1.8 2.8 2.8 3.2 5.8 5.3 3.0 3.6 2.8 4.1 3.3j. T 19.4 18.9 18.3 16.1 15.0 13.3 12.8 13.3 14.4 15.0 16.7 17.8

P 0.0 0.0 1.5 0.5 8.9 14.7 12.2 8.1 2.0 1.0 0.3 0.8

FIGURE 3: CLATOGRAMS FOR TABLE B(e) biome: (f)biome: (g) biome:

(h) biome: (i)biome: (j) biome:

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Questions1. Define a biome in your own words.

________________________________________________________________________________________________________________________________________________

2. Which biome has the most evenly occuring, high amount of rainfall?________________________________________________________________________________________________________________________________________________

3. Which biomes have 25 cm or less of rainfall per year?________________________________________________________________________

4. Which biome has the least fluctiations in annual temperatures?________________________________________________________________________

Analyses and Conclusions1. Summarize the rainfall pattern for each of the six biomes shown in Fig 1.

________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. Summarize the temperature pattern for each of the six biomes shown in Fig 1. ________________________________________________________________________________________________________________________________________________

3. Explain how you decided the identity of the biomes in Table B.________________________________________________________________________________________________________________________________________________

4. Most civilizations developed in a very few of the world’s major biomes. Identify one of these biomes and infer reasons for the historical pattern of development of civilization in the biome.________________________________________________________________________________________________________________________________________________

DEVELOP A HYPOTHESISBased on the results of this lab, develop a hypothesis about the location of the biome with the greatest number of certain kind of animals, such as amphibians, reptiles, or mammals._____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Where am I?

Use the following excerpts from student’s letters to determine in which biome each student is living. Write the name of the biome in the space provided. You will write the manes of some biomes twice.

1. “Much of the northern part of the northern hemisphere is like it is here – treeless. Soon, the short growing season will be over. I tried to dig in the frozen ground a few days ago, but I could only dig a few centimeters down. While I was digging, I saw and arctic fox.”

_____________________________________________________________________________2. “I live near the equator. We get a lot of rain here – last year we had about 450 centimeters of rain. There

are many kinds of plains here. We have many trees that are about 45 meters tall. We have ferns and climbing plants. There are also many animals. Every day I see many kinds of birds, reptiles, and insects.”

______________________________________________________________________________3. “All I can see for miles and miles is grass. There are only a few small trees and some shrubs to break the

monotony. There really aren’t too many different kinds of plants. But we have some interesting animals that live here, for example, zebras and elephants. Last year during the dry season, we had several small fires.”

______________________________________________________________________________4. “It rained yesterday. We get more rain during some times of the year than others. Last evening I heard a

meadowlark sing. This morning I tried to dig in the ground to see how long the roots of the sod are. Would you believe that the roots are about one to two meters long? I couldn’t dig that deep!”

______________________________________________________________________________5. “We live between the tropic of Cancer and the equator. There is usually a wide range of temperature

between day and night. The soil is very sandy and there are few plants. It’s hard to grow many plants here, since we get very little rain. I see many reptiles though. Most of them are nocturnal.”

______________________________________________________________________________6. “We have four seasons. It is warm during the summer and cold during the winter. Most of the trees lose

their leaves in the fall. Many birds migrate to a warmer climate just before winter comes. I like to be outside, though, and watch the animals. I like watching squirrels, raccoons, and deer the best.”

______________________________________________________________________________7. “Our house is between 50N and 60N latitude. The winters are very cold. Sometimes it is as cold as -70C!

For this reason, most of the precipitation that we get is snow. The trees are shaped like cones, so the snow falls off them and does not damage them. I like the summer. Too bad it’s so short.”

______________________________________________________________________________8. “The plants here are quite different from those I am familiar with. Leaf surfaces are small, some are only

spines. The stems and branches are thick in order to store water. The roots of the plants spread over a large area and do not grow deep into the soil. After a rainfall, areas that were barren suddenly are covered with flowering plants.”

__________________________________________________________________________________

Vocab 9

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Competition

Limiting factorCarrying capacityPopulation

PopulationdensityMortality

Natality

Immigration

Emigration

Exponential growthJ-shaped curveLogistic growthS-shaped curveSymbiosis

Parasitism

Host

Parasite

Predation

Predator

Prey

Mutualism

Commensalism

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Autotroph

Heterotroph

Primary consumer

(AKA first-order consumer)

Secondary consumer

(AKA second-order consumer)

Tertiary consumer

(AKA third-order consumer)

Quaternary consumer

(AKA fourth-order consumer)

Detrivore

Decomposer

Ecological pyramidRule of 10%

Biomass

Biogeochemical cycleMacromolecule

Organic

Nitrogen fixationBiome

Colonization To migrate and settle in as a group

Communalism A group of individuals of the same species who live and work together in order to ensure the survival of the group

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ECOLOGY PROBLEMS

Green plants carry out the process of photosynthesis. Glucose, a sugar, is the food product made during this process. Glucose production can be used as a means for measuring the rate at which photosynthesis is occurring.

Examine the following graph of a plant called saltbush (Atriplex). The graph shows how the plant’s glucose (food) production is affected by temperature.

1. What is the abiotic factor affecting photosynthesis?

2. According to the graph, how does this factor affect photosynthesis?

3. Compare and give several examples of biotic and abiotic factors in a forest ecosystem.

4. Which of the following is an abiotic factor for a polar bear?a) floating ice b) live prey c) large body size d) paws with thick hair

5. Describe an ecosystem in and around your home. List all the biotic and abiotic factors interacting there and explain how you think they affect each other.

6. All of the biotic and abiotic factors in a small forest form a (n) ___________________.a) population b) community c) ecosystem d) biosphere

7. Why is a jar of pond water an ecosystem?

8. Which of the following is a biotic factor in an ecosystem?a) number of predators c) amount of light received b) average precipitation d) average temperature

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9. Describe how a specific abiotic factor AND a specific biotic factor could affect the life of a deer.

10. Explain how temperature is a limiting factor for cactus in the desert.

11. Plan an investigation by writing two questions that would test temperature as a limiting factor for an organism in an ecosystem.

12. Explain how the long-term survival of a species depends on resources that may be limited from time to time.

13. A bacterial species was grown at different temperatures represented in the graph below by cultures 1 through 4. From the graph, identify the culture for which temperature was the greatest limiting factor.

14. Which culture shows the greatest growth rate?

15. What does the dotted line in the graph to the right represent?

16. The solid line on the graph from point A to point B indicates that: a) More deer are dying than are being bornb) More deer are being born than are dyingc) There are not enough predatorsd) No limiting factors are at work

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17. A small group of mice invaded a new habitat with unlimited resources and their population grew rapidly. A flood then swept through the habitat and three quarters of the mice were lost. Two months later, the population was increasing again. What role did the flood play for the mouse population? Draw a graph depicting the population history of this group.

The total world population and the rate at which it is growing are predicted to change in the next 50 years. Plotting this information on a graph can provide a visual that tells you how it is predicted to change. This table contains figures from the U.S. Census Bureau and the United Nations Population Bureau that predict world population change through 2050.

18. Graph the data.

19. Study your graph (from #16) and choose the term that best describes the trend that the graph illustrates: Rising, leveling off, and declining. Explain your choice.

20. Based on the data in the table (see previous page), what can you infer happened to the population growth rate after 1985?

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21. Based on the data predicted from 2010 through 2050, how would you describe the world population? Growing, declining, stable? Explain your choice.

22. How do mortality and natality affect the growth rate of a population?

23. Explain the relationship between a growing population and the environment.

24. Construct a bar graph for the age structure of Kenya using the following data: Age 0-14=42%, age 15-44=39%, age 45+= 19%.

25. Describe what is happening to the growth of the population shown at interval three in this graph.

26. When plotted on a graph, a population of field mice over time shows a J-shaped curve. This indicates that __________________.a) the population is decreasing c) predators of the mice are decreasingb) there may be no predators d) food supply is low

27. A population of animals shows a sudden decline then recovers. Using ecological principles, discuss two reasons this might occur.

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28. When populations increase, resource depletion may bring about _________________.a) exponential growth c) straight-line growthb) increased competition d) decreased competition

29. What is the relationship between a population and a species?

30. Water hyacinth populations double in 6 to 18 days. Introduced in the 1880s, populations of this plant have clogged major waterways in several states. No predators exist for it in U.S. Does this species have a J-shaped or S-shaped growth pattern? Explain your choice.

This graph compares the growth rates of two organisms when grown together and grown separately. 31. When grown separately, how would you best describe what

happened to organism 2 during week 3? a) It reached carrying capacity.b) The population died out.c) It became threatened.d) It began to grow exponentially.

32. When the organisms were grown together, what was the approximate rate of growth between weeks 2 and 6?

33. Is this relationship an example of commensalism, parasitism, or mutualism?

34. What eventually happens to a population that is currently experiencing exponential growth? Explain.

35. The three-toed sloth often is camouflaged by algae. Which type of symbiosis does this represent and why?

36. Why do autotrophs always occupy the lowest level in an ecological pyramid?

37. Explain the interactions between organisms in an ecological pyramid.

38. Draw and label an ecological pyramid that includes: deer, cougar, grass.

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39. In the pyramid to the right, why is less energy available in the second level?

40. The amount of energy in each level is about __________ % of what it was in the level below it.

41. Give two examples of how nitrogen cycles from the abiotic portion of the environment into living things and back.

42. Which of the following would most decrease the amount of carbon dioxide in the air?a) a growing maple tree c) a running dogb) a person driving the car d) a burning forest

43. Which of the following describes energy and matter in ecosystems?a) Both energy and matter are completely recycled.b) Matter recycles, but some energy is transferred.c) Energy is recycled, but most matter is lost.d) Both matter and energy are completely lost.

44. Describe three variations you would observe as you travel south from a taiga into a temperate forest.

45. Compare the biodiversity of the temperate forest biome with the tropical forest biome.

46. In reading before a family trip, George found that the area they were traveling to was cold in winter, hot in summer, and most of the land was planted in fields of wheat. Infer which biome George’s family would visit. Explain your choice.

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47. Make a table to show the climate, plant adaptations, and animal adaptations for the biomes presented in this packet.

48. The forests in Washington State get 300 cm of rainfall per year, and the average temperature is 15º C. What type of forest is this?

49. According to the graph, which biome would be expected when rainfall ranges between 150- 200 cm/year?a) Tropical rain forestb) Grasslandc) Tropical seasonal forestd) Savanna

50. Which biome extends over the largest temperature variation?

51. Which biomes have the least productivity per square meter per year?

52. Which biome occupies the smallest percent of Earth’s surface?


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