date: name: class: unit 1 blm 1-1 unit 1 summarygoal • use this page to review the concepts in...

DATE: NAME: CLASS:

UNIT 1 BLM 1-1

Unit 1 Summary

Copyright © 2008, McGraw-Hill Ryerson Limited, a subsidiary of the McGraw-Hill Companies. All rights reserved.

This page may be reproduced for classroom use by the purchaser of this book without the written permission of the publisher.

Goal • Use this page to review the concepts in Unit 1, Sustaining Earth’s Ecosystems. 1 Biomes and ecosystems are divisions of the biosphere.

Biomes have similar abiotic and biotic components. (1.1) Abiotic factors influence the characteristics and distributions of biomes (1.1) Adaptations are characteristics that enable organisms to better survive and reproduce (1.1) Biomes are often named for their dominant vegetation or for a geographical or physical characteristic. (1.2)

Abiotic components in ecosystems include oxygen, water, nutrients, light and soil. (1.2) Biotic interactions in ecosystems include trophic and symbiotic relationships as well as competition and predation. (1.2)

2 Energy flow and nutrients support life in ecosystems.

Energy flows from producers to primary consumers to secondary consumers and is modelled in food chains and food webs. (2.1)

Food pyramids show the loss of energy from one trophic level to another. (2.1) The nutrients carbon, nitrogen, and phosphorus move in and out of the abiotic and biotic components of terrestrial and aquatic ecosystems. (2.2)

Human activities affect nutrient cycles and cause harm to an ecosystem. (2.2) Contaminants such as persistent organic pollutants and heavy metals can bioaccumulate and biomagnify affecting consumers and the health of ecosystems. (2.3)

3 Ecosystems continually change over time.

Adaptive radiation and natural selection are processes that change organisms in response to changes in the abiotic and biotic components of an ecosystem. (3.1)

Ecological succession changes the abiotic and biotic components of an ecosystem over time. (3.1)

Natural events such as flooding, tsunamis, drought, and insect infestations quickly change the abiotic and biotic conditions of an ecosystem. (3.1)

Human activities including deforestation, agriculture, resource exploitation, and the introduction of foreign species change ecosystems and result in habitat loss. (3.2)

Invasive introduced species can affect native species through competition, predation, disease, parasitism, and habitat destruction. (3.3)

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UNIT 1 BLM 1-2

Unit 1 Words to Know



Goal • Use this page to review the Unit 1 Words to Know.

Chapter 1

abiotic biome biotic commensalism ecosystem mutualism parasitism predation symbiosis

Chapter 2

bioaccumulation biodegradation carbonate cellular respiration decomposers denitrification food chains food pyramids food webs heavy metals keystone species nitrification nutrients PCBs pesticides photosynthesis trophic levels

Chapter 3

adaptive radiation ecological succession introduced species (foreign species) natural selection

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CHAPTER 1 BLM 1-3

Viewing a Photograph



Goal • Record your ideas from viewing a photograph.

What to Do

Use this template to gather information when observing a photograph.

What I observe ….

What I wonder about… What I infer… (“I think” or “Maybe”)

Now I know…

Now I wonder... I think that this is important because…

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CHAPTER 1 BLM 1-4

Geography and Biomes



Goal • Use this page to record your previous knowledge and questions about biomes.

What to Do

Before reading pages 10–17 in your student book, write down what you know about the five factors that affect biomes. For each factor, record a question you have about the relationship of geography to biomes.

Factors What I Know about Its

Relationship to Distribution of Earth

What I Know about Its Relationship to Types of Biomes

Questions I Have about These Relationships

Temperature

Precipitation

Latitude

Elevation

Ocean currents

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CHAPTER 1 BLM 1-5

Biomes of the World



Goal • Use this diagram to study the distribution of the biomes of the world.

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CHAPTER 1 BLM 1-6

Biome Distribution Basics



Goal • Record your ideas as you read pages 10–17 in your student book.

What to Do

Answer the questions as you read. Draw a quick sketch to help you remember the main points.

Response Sketch

1. How does temperature influence biomes?

2. How does precipitation influence biomes?

3. How do you use the graph of average annual temperature and precipitation to determine the type of biome?

4. What is the relationship between latitude and biome distribution?

5. How does elevation relate to biome distribution?

6. How do ocean currents influence biomes?

7. What is a climatograph?

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CHAPTER 1 BLM 1-7

Know Your Biosphere



Goal • Use this page to record what you know and what you learn about biospheres.

What to Do

Write down what you already know about each biome. Add new information after you have read about biomes in your student book.

Biome What I Already Know What I Learned from Reading

Tundra Location: Climate: Physical Features: Plant Adaptations: Animal Adaptations:

Location: Climate: Physical Features: Plant Adaptations: Animal Adaptations:

Boreal forest



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BLM 1-7 continued



Temperate deciduous forest



Temperate rainforest



Grassland (temperate and tropical)



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BLM 1-7 continued

Copyright © 2008, McGraw-Hill Ryerson Limited, a Subsidiary of the McGraw-Hill Companies. All rights reserved.


Tropical rainforest



Desert (hot and cold)



Permanent ice (polar ice)



DATE: NAME: CLASS:

CHAPTER 1 BLM 1-8

Practise Reading Climatographs



Goal • Compare climatographs from three locations that are typical of different biomes.

Question

What inferences can you make by comparing the climatographs from three locations?

What to Do

The following climatographs give temperature and precipitation data for three typical locations within three biomes. Use the data from the climatographs to complete the table below. You will have to estimate values.

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BLM 1-8 continued



Biome 1 2 3

Warmest average monthly temperature (°C)

Month with warmest average temperature

Coldest average monthly temperature (°C)

Month with coldest average temperature

Total precipitation (mm) in January, March, August, and October

J: M: A: O:

J: M: A: O:

J: M: A: O:

Driest month and total amount of precipitation for this month (mm)

Month: Total precipitation:



Wettest month and total amount of precipitation for this month (mm)




Start and end of growing season (months where temperatures first rise above or fall below 5°C)

Start: End:

Start: End:

Start: End:

Analyze

1. Which biome is the closest to the equator? Assume that there are no great differences in altitude among the three locations. Explain your answer.

_______________________________________________________________________________

_______________________________________________________________________________

2. Which biome has the most northerly latitude? Explain your answer.

_______________________________________________________________________________

_______________________________________________________________________________

3. Which biome receives the most annual precipitation? Explain your answer.

_______________________________________________________________________________

_______________________________________________________________________________

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BLM 1-8 continued



4. Which biome receives the least annual precipitation? Explain your answer.

_______________________________________________________________________________

_______________________________________________________________________________

5. Which biome has the longest growing season? Explain your answer.

_______________________________________________________________________________

_______________________________________________________________________________

6. Which biome has the shortest growing season? Explain your answer.

_______________________________________________________________________________

_______________________________________________________________________________

7. In which biome would animals need to have structural and behavioural adaptations to survive long, cold winters? Explain your answer.

_______________________________________________________________________________

_______________________________________________________________________________

Conclude

8. Infer the biome that is represented by each climatograph. Provide two reasons why you made each inference. (a) Biome 1

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

(b) Biome 2

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

(c) Biome 3

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

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CHAPTER 1 BLM 1-9

Elements of a Good Video Script



Goal • Review the criteria for your video script for Find Out Activity 1-2A, Your Local Environment.

What to Do

Consider the following criteria when writing a video script for Find Out Activity 1-2A, Your Local Environment, on page 35 of your student book. • Team has a clear picture of what it is trying to achieve. • Everything in the video script is related to the storyline. • The purpose and target audience of the video have been considered. • The script presents the information in an interesting and imaginative way. • The video script is complete with sketches for each scene detailed notes on title, transitions

and special effects. The sketch should depict what the camera will show. • Sound effects and stage directions accompany each scene. • Script is easy to read and all elements are clearly written, labelled, or drawn so that other

students could create the video presentation if necessary. • There are no spelling or grammatical errors in script. • All content is in the students’ own words and is accurate. • Script is complete, and it is clear what each actor will say and do. Entrances and exits are

scripted, as are important movements.

DATE: NAME: CLASS:

CHAPTER 1 BLM 1-10

Geographical Regions of Canada



Goal • Investigate the productivity of the different ecosystems in Canada.

Introduction

Canada has six major geographical regions. These are: 1. Maritime Region 2. St. Lawrence Lowlands (Great Lakes) Region 3. Canadian Shield 4. Prairie Region 5. Western Mountain Region 6. Tundra Region (the North)

Assignment

1. Your group will be assigned one of these regions. 2. You will be given one period to research the region, using print and Internet sources. Keep a

bibliography of all of your sources. 3. Try to find out as much as you can about the region that you have been assigned. Some

questions that you might try to answer are: Where is the region located? What are some features of the land area? What grows there? What is the climate like in winter and summer? How do people make a living in this region? What is the economy like? How much precipitation does the area receive? What are the main agricultural products? Be creative and try to add to this list of questions.

4. You will be given one additional period to work in class to prepare a one- to two-page report for the class. The report should be word-processed, if possible, and include appropriate diagrams and charts. This report will be photocopied and handed out to the class. It will become part of your class notes.

5. You will also be required to produce a colourful and original poster that describes the area you have been researching.

6. You will orally present your report to the class. 7. Bonus marks will be assigned if you can be original in your presentation (for example, by

performing a skit). Evaluation (a) Report marks (b) Poster marks (c) Presentation marks

Bonus: Creativity marks

DATE: NAME: CLASS:

CHAPTER 1 BLM 1-11

Ecological Hierarchies



Goal • Use this page to identify biotic interactions in the biosphere.

What to Do

Use the following terms to label the parts of a biosphere: biome, community, ecosystem, organism, population, species.

DATE: NAME: CLASS:

CHAPTER 1 BLM 1-12

Biotic Interactions in Ecosystems



Goal • Use this page to summarize what you have learned about biotic interactions in ecosystems.

What to Do

Use a + symbol to indicate a positive interaction, a – symbol to indicate a negative interaction, and 0 to indicate a neutral interaction.

Species A Species B

Commensalism

Mutualism

Parasitism

Competition

Predation

DATE: NAME: CLASS:

CHAPTER 1 BLM 1-13

Predator-Prey Simulation Data Table



Goal • Use this page to record your data for Find Out Activity 1-2C, Predator-Prey Simulation, on page 49 of your student book.

What to Do

1. Record your data. 2. Determine the number of prey and predators remaining after each generation by making

calculations for column C and G. 3. Graph the results Total Prey Surviving (column C) against Total Predators (column G).

A B C D E F G

Generation

Number of Prey at Start of

Generation

Number of Prey Caught

Total Prey

Animals Surviving

(A-B)

Number of Predators at Start of Generation

Number of

Predators Removed Due to

Starvation

Number of

Predators Added

(Killed 3 Prey and

Reproduced)

Total Predators(D-E+F)

1. 3 1 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20.

DATE: NAME: CLASS:

CHAPTER 1 BLM 1-14

Chapter 1 Quiz



Goal • Check your understanding of Chapter 1.

Circle the letter of the best answer.

1. What are the major biomes found in Canada? A. tundra and boreal forest B. tundra and temperate deciduous forest C. boreal forest and temperate deciduous forest D. temperate rainforest and temperate deciduous forest

2. What two factors are most responsible for limiting life in a particular area?

A. precipitation and sunlight B. sunlight and temperature C. precipitation and temperature D. precipitation and soil conditions

Use the chart below to answer question 3.

3. What biome has an average annual temperature of 15°C and annual precipitation of 40 cm?

A. grassland B. temperate rainforest C. boreal forest D. desert

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BLM 1-14continued



4. Where is the boreal forest biome found? A. above the Tropic of Cancer B. below the Tropic of Capricorn C. near the equator D. between the Tropic of Cancer and the Tropic of Capricorn

5. What characteristics are tropical forests known for?

I high diversity relative to other forests

II abundance of large mammals relative to other forests

III high year-round temperatures relative to other forests

A. I only B. II only C. III only D. I and III only E. I, II, and III

6. Which best describes the distribution of communities on a tall mountain?

A. Coniferous forest grows above the tree line, and no vegetation grows below it. B. Several biome conditions might be present depending on elevation, and there may be

permanent ice conditions on top of the mountain. C. With increasing elevation, tall trees are replaced by shorter trees and ultimately are

replaced by grasses. D. Tundra-like conditions exist at the top of the highest mountains, and deserts are found

at the lower elevations. 7. What is the correct order of biomes you would observe if travelling from the equator to the

North Pole? A. boreal forest, tropical rainforest, temperate deciduous forest, tundra B. tropical rainforest, boreal forest, temperate deciduous forest, tundra C. tropical rainforest, temperate deciduous forest, boreal forest, tundra D. tropical rainforest, boreal forest, tundra, temperate deciduous forest E. tundra, temperate deciduous forest, boreal forest, tropical rainforest

8. Which of the following would be a biotic factor in a vegetable garden?

A. the amount of nitrogen in the soil B. the amount of rainfall received C. the number of earthworms per cubic metre of soil D. the concentration of oxygen in the soil

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BLM 1-14continued



9. In which of these relationships does neither party benefit? A. competition B. mutualism C. predation D. commensalism E. parasitism

10. If you were studying the niche of a bird species, what might you study?

A. the food it eats B. its predators C. the temperatures required for it to reproduce D. the types of areas where it builds its nest E. all of these

Match the Term on the left with the best Descriptor on the right. Each Descriptor may be used only once.

Term Descriptor

_____ 11. behavioral adaptation

_____ 12. structural adaptation

_____ 13. biotic

_____ 14. abiotic

_____ 15. symbiosis

_____ 16. commensalism

A. Soil conditions are example.

B. the interaction between members of two different species that live together in the same ecosystem

C. the interaction between species where one species benefits and the other is not helped nor harmed

D. what an organism does to survive in the unique conditions of the environment

E. Decomposers are an example.

F. a physical feature of an organism’s body having a specific function that contributes to the survival of the organism

G. the interaction between species where one species benefits and the other species is harmed

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BLM 1-14continued



Short Answer Questions 17. Give two similarities and one difference between hot deserts and cold deserts.

Similarities: ____________________________________________________________________

______________________________________________________________________________

Difference: ____________________________________________________________________

______________________________________________________________________________ 18. Explain the importance of adaptations to the survival of plants and animals in their biome.

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________ 19. Explain why ecosystems with similar characteristics can exist in different geographical

locations.

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

DATE: NAME: CLASS:

CHAPTER 2 BLM 1-15

What Do You Know about Energy Flow?



Goal • Use this chart to help you learn terms about energy flow.

What to Do

Define each term in your own words. Then, draw an illustration or give an example for each term. After reading the section, you can improve your definitions.

Term Definition Illustration/Example

Energy flow

Producer

Consumer

Decomposer

Biodegradation

Food chain

Trophic level

Primary producers

Detrivore

Herbivore

Carnivore

Food pyramid

Ecological pyramid

DATE: NAME: CLASS:

CHAPTER 2 BLM 1-16

Go with the Flow



Goal • Use this page to help you understand energy flow through an ecosystem.

What to Do

An energy pyramid is a model of energy flow through the ecosystem. Draw lines to represent where each term or diagram should be placed. Hawk

Robin

Caterpillar

Grass

First trophic level

Secondary consumer

Carnivore

Producer

Top carnivore

Fourth trophic level

Primary consumer

Second trophic level

Tertiary consumer

Third trophic level

Herbivore

DATE: NAME: CLASS:

CHAPTER 2 BLM 1-17

Ecosystem Energy Flow



Goal • Show what you know about energy flow in an ecosystem.

What to Do

Answer in the spaces provided.

1. blueberry plant → mouse → snake → grey owl (a) Which of the above organisms is the producer? ____________________________________

(b) Which is the primary consumer? ________________________________________________

(c) Which is the top carnivore? ____________________________________________________

(d) Approximately what percentage of the original energy in plants will the top carnivore get? __________________________________________________________________________________________

2. Arrange the organisms listed below into a food web. Label each trophic level.

bacterium, grasshopper, squirrel, fungus, grass, willow tree, deer, maple tree (+ seeds), wolf, snake, mouse, fox, red-tailed hawk

3. Grain is harvested from plants sprayed with the insecticide DDT. The grain is eaten by

insects, which are in turn eaten by birds. Explain the process of biological magnification in this example.

DATE: NAME: CLASS:

CHAPTER 2 BLM 1-18

Comparing Available Energy



Goal • Record your data from Find Out Activity 2-1B, Comparing Available Energy.

What to Do

Use this chart to record your data from Find Out Activity 2-1B on page 65 of your student book.

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CHAPTER 2 BLM 1-19

The Carbon Cycle



Goal • Use this page to review the carbon cycle.

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CHAPTER 2 BLM 1-20

The Carbon Cycle Concept Map



Goal • Use this page to make a concept map about the carbon cycle.

What to Do

Use the following terms to construct a concept map that provides meaningful information about the carbon cycle. algae cellular respiration long-term stores photosynthesis trees atmosphere coal deposits ocean sedimentation volcanic eruption calcium carbonate decaying matter oil and gas short-term stores

DATE: NAME: CLASS:

CHAPTER 2 BLM 1-21

The Nitrogen Cycle



Goal • Use this diagram to review the nitrogen cycle.

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CHAPTER 2 BLM 1-22

Questions about the Nitrogen Cycle



Goal • Use this page to record information about the nitrogen cycle.

What to Do

Read the following questions. Complete the answers as you read pages 78–83 in your student book. Points to Know

Why is nitrogen necessary for living organisms?

How is nitrogen stored?

How is nitrogen cycled through the ecosystem?

What is nitrogen fixation?

What is nitrification and uptake?

How does nitrogen return to the atmosphere?

How is excess nitrogen removed from ecosystems?

How do human activities affect the ecosystem?

DATE: NAME: CLASS:

CHAPTER 2 BLM 1-23

Know Your Nitrogen



Goal • Use this page to learn terms about nitrogen.

What to Do

Cut out the terms on the left, pair each with the correct definition on the right, and paste them together on another sheet. Or make flash cards by pasting the definition to the back of the term.

Terms Definitions

Nitrogen fixation The process of making nitrates

Denitrification Provide nitrogen for the host plant and in return obtain sugars

Nitrifying bacteria Certain bacteria that convert nitrate back into nitrogen gas

Nitrate NO2–

Nitrogen uptake Nitrogen gas is converted into nitrate using electrical energy from lightning.

Nitrification The process where nitrates are converted into nitrogen gas

Ammonium N2

Denitrifying bacteria The process where nitrates enter plant roots

Nitrite NH4+

Nitrogen-fixing bacteria Certain bacteria that convert ammonium into nitrite or nitrite into nitrate

Nitrogen NO3–

DATE: NAME: CLASS:

CHAPTER 2 BLM 1-24

The Phosphorus Cycle



Goal • Use this diagram to help you study the phosphorus cycle.

DATE: NAME: CLASS:

CHAPTER 2 BLM 1-25

Nutrients True or False



Goal • Use this page to check your understanding of nutrients.

Beside each statement below, write the letter T if you think the statement is true or F if you think it is false. If you think the statement is false, write the correct sentence in the space provided. 1. _____ Green plants add carbon dioxide to our atmosphere through a process of

photosynthesis. 2. _____ Decomposers are a very important part of every nutrient cycle. 3. _____ Green plants occupy the second trophic level in food chains. 4. _____ There is a loss of energy at each trophic level. 5. _____ Carrying capacity is the largest number of organisms that can survive in an area. 6. _____ In a food chain, a deer feeding off leaves would be a secondary consumer. 7. _____ Carnivores are organisms that eat plant material. 8. _____ The process of nitrogen fixation uses oxygen to produce carbon dioxide. 9. _____ While a pyramid of numbers or biomass can be inverted, a pyramid of energy cannot.

DATE: NAME: CLASS:

CHAPTER 2 BLM 1-26

Ecosystem Review



Goal • Use this page to review your understanding of ecosystems.

What to Do

Circle the best answer.

1. Which of the processes listed below removes carbon dioxide from the air? A. acid precipitation B. respiration C. photosynthesis D. nitrification

2. What is a hawk an example of?

A. decomposer B. producer C. primary consumer D. top carnivore

3. Which of the following processes adds carbon dioxide to the air?

A. respiration B. nitrification C. photosynthesis D. nitrogen fixation

4. Which of the following is an abiotic part of an ecosystem?

A. tree B. fungus C. water D. bird

5. Which of the following is most likely a decomposer?

A. nitrogen B. fungus C. rock D. bird

6. Which of the following best defines an ecosystem?

A. a group of organisms that can interbreed B. smaller organisms that get eaten by larger organisms C. the feeding level of an organism in a food chain D. all of the interactions between living things and their environment

DATE: NAME: CLASS:

BLM 1-26continued



7. What is the term for the total weight of living things living in an area? A. biotic community B. food web C. biomass D. pyramid of numbers

8. How is nitrogen removed from the atmosphere?

A. by nitrifying bacteria B. by denitrifying fungi C. by mosses and lichen D. by nitrogen-fixing bacteria

9. Why is Earth referred to as a closed system?

A. Little new material is added from the outside. B. It is a biosphere. C. It can make all of its own material. D. Dead materials decompose to provide fertilizer.

10. What causes most acid precipitation?

A. acids in water B. sulfur and nitrogen-containing gases in the air C. chemical wastes dumped into lakes and streams D. the build-up of toxins in water

DATE: NAME: CLASS:

CHAPTER 2 BLM 1-27

Ecosystem Passport



Goal • Use this page as part of Find Out Activity 2-2B, The Amazing Nutrient Cycle Race, on page 87 of the student book.

What to Do

1. Complete your start location information in the space provided. 2. Roll the die to determine your next destination. Write down

your alias and your method of transport in Trip #1 box. 3. Go to that reservoir location in the room and apply a sticker for that

destination. Then, roll the die to determine your next destination.

I began as _________________

at the ____________ reservoir.

Trip #1: My alias:

________________________ My method of transport: ________________________ Reservoir station arrival confirmation:

Trip #2: My alias:

________________________ My method of transport: _____________________ Reservoir station arrival confirmation:

Trip #3: My alias:


Trip #4: My alias:


Trip #5: My alias:


Trip #6: My alias:

________________________My method of transport: ________________________ Reservoir station arrival confirmation:

DATE: NAME: CLASS:

CHAPTER 2 BLM 1-28

Store Station Stamps




Live Plants Reservoir Station

Fertilizer Reservoir Station

Ocean Reservoir Station

Raindrop Reservoir Station

DATE: NAME: CLASS:

BLM 1-28continued



Rock Reservoir Station

Soil Reservoir Station

Surface Water Reservoir Station

Ground Water Reservoir Station

DATE: NAME: CLASS:

CHAPTER 2 BLM 1-29

Dice Code Directions




Cut each reservoir apart. Place dice codes at appropriate reservoir stations. RESERVOIR POTENTIAL ROUTES

You have successfully arrived at Atmosphere. Stamp your passport, and roll your die to determine your next destination.

Carbon Passengers If your die reads 1, 3, or 5 You become part of land plants through photosynthesis. Go to Live Plants. If your die reads 2, 4, or 6 You become part of ocean algae through photosynthesis and end up dissolved in the ocean. Go to Ocean. Nitrogen Passengers If your die reads 1 or 2 You become ammonium and enter soil. Go to Soil. If you die reads 3 or 4 You were hit by lightning and fall as nitric acid in rainwater. Go to Rainwater. If your die reads 5 or 6 Cyanobacteria convert you to ammonium ions, and you enter the ocean. Go to Ocean.

RESERVOIR POTENTIAL ROUTES

You have successfully arrived at Soil. Stamp your passport, and roll your die to determine your next destination.

Carbon Passengers If your die reads 1, 2, 3, 4, 5, or 6 You are decomposed and through cellular respiration you become carbon dioxide in the atmosphere. Go to Atmosphere. Nitrogen Passengers If your die reads 1 or 2 Nitrifying fixing bacteria change you into nitrate, and you end up in a live plant. Go to Live Plants. If your die reads 3 or 4 You dissolve and get carried away into surface water. Go to Surface Water. If your die reads 5 or 6 Denitrifying bacteria change you into nitrogen gas in the atmosphere. Go to Atmosphere. Phosphorus Passengers If your die reads 1, 3, or 5 You enter the plant’s roots with water. Go to Live Plants. If your die reads 2, 4, or 6 You dissolve and get carried away into surface water. Go to Surface Water.

DATE: NAME: CLASS:

BLM 1-29continued




You have successfully arrived at Ocean. Stamp your passport, and roll your die to determine your next destination.

Carbon Passengers If your die reads 1 or 2 You are taken in by an ocean plant through photosynthesis and are eaten by a live animal. Go to Live Animals. If your die reads 3 or 4 You have become part of the deep ocean sediment and turned into limestone, a sedimentary rock. Go to Rocks. If your die reads 5 or 6 You are taken in by an ocean plant and through cellular respiration of that plant end up back in the atmosphere. Go the Atmosphere. Nitrogen Passengers If your die reads 1 or 2 You sink as sediment on the ocean floor and eventually become rock. Go to Rocks. If your die reads 3 or 4 You become a protein in algae and are eaten by a big fish. Go to Live Animals. If your die reads 5 or 6 Bacteria have transformed you into nitrogen gas, and you are now part of the atmosphere. Go to Atmosphere. Phosphorus Passengers If your die reads 1 or 2 You become sediment on the ocean floor and become rock. Go to Rocks. If your die reads 3 or 4 You become a phospholipid (fat) in algae and are eaten by a hungry fish. Go to Live Animals.


You have successfully arrived at Live Animals. Stamp your passport, and roll your die to determine your next destination.

Carbon, Nitrogen, or Phosphorus Passengers If your die reads 1, 3, or 5 The animal that you are in dies. Go to Dead Plants and Animals. If your die reads 4, 5, or 6 Congratulations! The animal you were in has digested its food, and you are now animal waste. Go to Animal Waste.

DATE: NAME: CLASS:

BLM 1-29continued




You have successfully arrived at Dead Plants and Animals. Stamp your passport, and roll your die to determine your next destination.

Carbon Passengers If your die reads 1, 2, or 3 You become coal or natural gas, are burned by humans, and are released into the atmosphere. Go to the Atmosphere. If your die reads 4, 5, or 6 You are processed by decomposers and are released into the atmosphere as carbon dioxide. Go to the Atmosphere. Nitrogen Passengers If your die reads 1 or 2 You are decomposed and become ammonia, then become nitrate through nitrifying bacteria and enter live plants. Go to Live Plants. If your die reads 3 As nitrate, you dissolve in surface water. Go to Surface Water. If your die reads 4 As nitrate, you dissolve in water and join run-off to the ocean. Go to Ocean. If your die reads 5 or 6 A serious forest fire destroys the log you are part of, and you end up in the atmosphere. Go to Atmosphere. Phosphorus Passengers If your die reads 1 or 2 The animal or plant you were in is decomposed and you are returned to the soil only to be taken up by a plant again. Go to Live Plants. If your die reads 3 As phosphate, you are carried away and dissolve in surface water. Go to Surface Water. If your die reads 4 As phosphate, you dissolve in water and join run-off to the ocean. Go to Ocean. If your die reads 5 or 6 A serious forest fire destroys the log you are part of, and you end up in the atmosphere. Go to Atmosphere.

DATE: NAME: CLASS:

BLM 1-29continued




You have successfully arrived at Rocks. Stamp your passport, and roll your die to determine your next destination.

Carbon Passengers If your die reads 1, 3, or 5 You explode out of a volcano as carbon dioxide into the atmosphere. Go to Atmosphere. If your die reads 2, 4, or 6 You are weathered from sedimentary rock and become part of soil. Go to Soil. Nitrogen Passengers If your die reads 1 or 2 You have become part of a volcano and are released into the atmosphere as ammonia. Go to Atmosphere. If your die reads 3 or 4 Heavy rains cause weathering, and you wash into ground water. Go to Ground Water. If your die reads 5 or 6 Heavy rains cause weathering, and you wash into soil. Go to Soil. Phosphate Passengers If your die reads 1 or 2 Acid rain causes chemical weathering, and you end up in a lichen. Go to Live Plants. If your die reads 3 or 4 Physical weathering wears you down, and you enter surface water. Go to Surface Water. If your die reads 5 or 6 Physical weathering wears you down, and you enter soil. Go to Soil.


You have successfully arrived at Ground Water. Stamp your passport, and roll your die to determine your next destination!

Nitrogen or Phosphorus Passengers If your die reads 1, 3, or 5 You are carried away and become part of surface water. Go to Surface Water. If your die reads 2, 4, or 6 You take a long journey and end up in the ocean. Go to Ocean.

DATE: NAME: CLASS:

BLM 1-29continued




You have successfully arrived at Animal Waste. Stamp your passport, and roll your die to determine your next destination.

Nitrogen or Phosphorus Passengers If your die reads 1 or 2 Look out before someone steps on you! You are now decomposing in the soil. Go to Soil. If your die reads 3 or 4 There’s profit in animal waste. A farm supply company has made you into fertilizer. Go to Fertilizer. If your die reads 5 or 6 You have dissolved into surface water. Go to Surface Water.


You have successfully arrived at Fertilizer. Stamp your passport, and roll your die to determine your next destination.

Nitrogen or Phosphorus Passengers If your die reads 1 or 2 You wash into surface water. Go to Surface Water. If your die reads 3 or 4 You become part of the soil. Go to Soil. If your die reads 5 or 6 You are in the right form. Plants need you to live, and so you have been assimilated by a plant. Go to Live Plants.


You have successfully arrived at Surface Water. Stamp your passport, and roll your die to determine your next destination.

Nitrogen or Phosphorus Passengers If your die reads 1 or 2 You travel through rivers and streams to the ocean. Go to Ocean. If your die reads 3 or 4 You trickle underground and into ground water. Go to Ground Water. If your die reads 5 or 6 You are in the right form. Plants need you to live, and so you have been assimilated by a plant. Go to Live Plants.

DATE: NAME: CLASS:

BLM 1-29continued




You have successfully arrived at Ground Water. Stamp your passport, and roll your die to determine your next destination.

Nitrogen or Phosphorus Passengers If your die reads 1, 3, or 5 The ground water you are dissolved in travels, and you become part of the surface water. Go to Surface Water. If your die reads 4, 5, or 6 The ground water you are dissolved within travels, and you become part of the ocean. Go to Ocean.


You have successfully arrived at Rainwater. Stamp your passport, and roll your die to determine your next destination.

Nitrogen Passengers If your die reads 1 or 2 You fall into a lake, so now you are part of surface water. Go to Surface Water. If your die reads 3 or 4 You trickle underground and into ground water. Go to Ground Water. If your die reads 5 You fall on the land and become part of the soil. Go to Soil. If your die reads 6 You rain into the ocean. Go to Ocean.


You have successfully arrived at Live Plants. Stamp your passport, and roll your die to determine your next destination.

Carbon Passengers If your die reads 1 or 3 You move from cellulose in land plants and through cellular respiration by decomposers you move into the atmosphere. Go to Atmosphere. If your die reads 2 or 5 You move from cellulose in aquatic plants and through cellular respiration by decomposers and dissolve into the ocean. Go to Ocean. If your die reads 3 You are eaten by an animal and become part of a protein. Go to Live Animals. If your die reads 4 or 6 Someone forgot to water you, and you die. Go to Dead Plants and Animals. Nitrogen and Phosphorus Passengers If your die reads 1, 3, or 5 You are eaten by an animal and become part of a DNA molecule. Go to Live Animals. If your die reads 2, 4, or 6 Someone forgot to water you, and you die. Go to Dead Plants and Animals.

DATE: NAME: CLASS:

CHAPTER 2 BLM 1-30

Fraser Valley Case Study



Goal • Use this page with Conduct an Investigation 2-2C, A Case Study of Nitrogen Loading, on pages 88–89 of your student book.

What to Do

You are part of an assessment team that has been formed to make recommendations to the government of British Columbia and to the farmers of the Fraser Valley. Use this information to help make recommendations. (a) In water quality monitoring, it was found the levels of ammonia and nitrate, as well as

bacteria counts (from septic tanks and manure), exceeded provincial and national recommendations in some areas.

(b) Seven of 18 native species of amphibians have declined as wetland habitats have been lost to urban and agricultural development.

(c) Landslides in the area have caused high level of nickel, chromium, and zinc in the water. (d) Streams in this area are critical for growth of juvenile coho and chum. The survival rate of

chironomid (mosquito-like insects that are eaten by fish) has been reduced to 40 to 50 percent in some areas.

DATE: NAME: CLASS:

CHAPTER 2 BLM 1-31

Heavy Metals



Goal • Use this page to record what you learn about heavy metals.

What to Do

Complete the template as you read pages 97–98 of the student book. Metal Environmental Sources Effects on Organisms Effects on Humans

Lead

Cadmium

Mercury

DATE: NAME: CLASS:

CHAPTER 2 BLM 1-32

Analyzing Water Samples



Goal • Analyze water samples from your local ecosystem.

Caution

• Make sure that you follow carefully the safety instructions provided with the water test kits. • Handle thermometers with care. • Do not taste any of the water samples.

Materials

• water sample bottle • water test kits for oxygen, alkalinity, hardness, nitrate, and phosphate • laboratory thermometer • water sample from your area

Procedure

1. The day before you begin this activity, collect a sample of water from your local ecosystem (stream, lake, river, pond, birdbath). Fill the water sample bottle completely. Seal it tightly.

2. In your notebook, draw a data table similar to the one below.

Water Factor Being Tested Temperature Trial 1 Trial 2 Trial 3

Oxygen

Alkalinity

Hardness

Nitrate

Phosphate 3. Start with one of the test kits and, following the instructions provided with the kit, test your

water sample for the factor for which the kit is designed to test. Make sure you follow carefully the kit safety instructions. Repeat your test at least once.

4. Enter your results in your data table. Be sure to include the correct units of concentration. 5. Return the kit to your teacher, and repeat step 5 with another test kit. 6. Record the temperature of the water sample you are testing.

DATE: NAME: CLASS:

BLM 1-32 continued



Analyze

1. Calculate the average value of each of the factors in the water sample you tested. 2. Did there appear to be any living organisms in the water sample you tested? How did you

know?

Conclude and Apply

3. What do the factors you tested tell you about your water sample? 4. Compare your results with those of other water samples tested by your class. Prepare a table

of the class results obtained on the factors of the different sources of water. Are there any generalizations that you can make from the class results?

DATE: NAME: CLASS:

CHAPTER 2 BLM 1-33

Stress on the Environment



Goal • Learn about how different ecosystems respond to short-term and long-term stresses.

Humans and nature itself put stress on the local environment. Some of these stresses can be short-term and last for only a few weeks. Others are long-term and last for many years. For example, tent caterpillars are a periodic short-term stress that attack trees. These caterpillars eat the leaves of trees such as maple, oak, birch, willow, ash, and fruit trees. They also attack flowers such as roses.

Tent caterpillars are hairy and black, with a white stripe down their backs and blue spots on their sides. Fully grown, they are about 5 cm long. They do not transmit disease or harm animals, and they are not poisonous. They are simply a nuisance, attacking trees in April and May and stripping them of their leaves.

The caterpillars are larvae that live for about five to six weeks and then turn into moths. You know when trees are infested with tent caterpillars because of the large sheets of silken mats stretching out between branches, giving the appearance of a tent in the tree. Once the caterpillars turn into moths, the infestation is over.

While tent caterpillars produce a short-term stress on the environment, they are occasionally beneficial. For example, when old trees are stripped of their leaves, the shrubs and seedlings below the trees get more sunlight and begin to grow rapidly. Weak trees die, but healthy trees grow new leaves and thrive without competition from the weaker trees. There are even some birds that eat tent caterpillars, although most birds do not like their taste. In addition, as the leaves pass though the caterpillars, their droppings fall to the forest floor and break down to provide nutrients for more plant growth.

Sugar maple trees are slowly disappearing in North America because of a variety of events that have occurred over the years. Acid rain is one of the major reasons. Acid rain is a long-term stress that has been around for many years and, until we change our dependence on fossil fuels for transportation and energy, will be around for many more years.

Acid rain breaks down the waxy layer that protects the leaves, making them susceptible to parasites and disease. It also hurts the roots of trees by removing needed sugars and amino acids for growth.

Recent research indicates that calcium in the soil is very important for healthy tree growth, possibly making trees more resistant to insect defoliation and low winter temperatures. Acid rain dissolves aluminum that is found in lower levels of soil. The aluminum moves upward by water flow to the area where plant roots are most active, replacing the calcium and making it more difficult for trees to get the calcium they need.

Because of damage to the trees, both the lumbering and maple sugar industries are affected. This has a great effect on the economy of many parts of Canada. There is also a loss of shade trees for humans and other animals as well as a loss of biological diversity and wildlife habitat. Remember, trees produce oxygen through photosynthesis, so as trees disappear, the quality of the air we breathe decreases.

DATE: NAME: CLASS:

CHAPTER 2 BLM 1-34

Testing the Effect of a Chemical Pollutant



Goal • Record your data for Conduct an Investigation 2-3B, Testing the Effect of a Chemical Pollutant, on pages 100–101.

What to Do

Record your data for Conduct an Investigation 2-3B, Testing the Effect of a Chemical Pollutant, on pages 100–101.

DATE: NAME: CLASS:

CHAPTER 2 BLM 1-35

Chapter 2 Quiz




What to Do


1. If a bird eats an insect that ate a plant, what would the bird be considered? A. a primary producer B. a primary consumer C. a secondary consumer D. a tertiary consumer

2. Which is not true of consumers?

A. They get energy indirectly from the Sun. B. They may also be herbivores. C. They make their own food. D. They sometimes eat other consumers.

3. Between producer and secondary consumer, about how much energy is lost?

A. 10 percent B. 90 percent C. 99 percent D. 100 percent

4. What type of organism must be at the beginning of every food chain?

A. producer B. consumer C. decomposer D. micro-organism

5. When an organism dies, what happens to its matter?

A. It disappears. B. It is lost. C. It remains trapped. D. It is recycled.

6. Which of the following shows the total mass of living tissue at each trophic level?

A. pyramid of energy B. pyramid of numbers C. cycle of matter D. pyramid of biomass

DATE: NAME: CLASS:

BLM 1-35continued



7. How do plants contribute to the carbon cycle? A. When plants undergo cellular respiration, they release carbon dioxide into the

atmosphere. B. When plants undergo photosynthesis, they remove carbon dioxide from the

atmosphere. C. When plants undergo photosynthesis, they release oxygen to producers. D. Plants use carbon dioxide in photosynthesis and release carbon dioxide in cellular

respiration.

8. Which of the following converts nitrates and nitrites into nitrogen gas? A. denitrifying bacteria B. nitrogen-fixing bacteria C. nitrifying bacteria D. Rhizobium bacteria

9. What would happen without decomposers and detritus feeders in an ecosystem? A. Plants would die. B. Plants would develop nutrient deficiencies. C. Dead material would accumulate. D. All of the above.

10. What ecological effects have been linked to biological magnification of persistent organic pollutants such as DDT and dioxins? A. declining insect populations B. interference with animal reproduction C. disruption of the carbon cycle D. interference with the nitrogen cycle


Term Descriptor

_____ 11. nitrate

_____ 12. biomagnification

_____ 13. bioremediation

_____ 14. pyramid of numbers

_____ 15. carbonate

_____ 16. pyramid of biomass

A. an ecological model that shows the number of organisms at each level B. nutrient form for plants C. found in ocean sediment D. a model that shows the number of organisms at each trophic level multiplied by their biomass E. the use of organisms to break down chemical pollutants in water or soil F. a reduction in the amount of a chemical pollutant G. the process in which chemicals become more concentrated at each trophic level

DATE: NAME: CLASS:

BLM 1-35continued



17. Give one example each of how humans affect the following.

(a) carbon cycle ________________________________________________________________

______________________________________________________________________________

(b) nitrogen cycle ______________________________________________________________________

______________________________________________________________________________

(c) phosphorus cycle ____________________________________________________________

______________________________________________________________________________ 18. Give one effect of each of the following on humans.

(a) lead _______________________________________________________________________

______________________________________________________________________________

(b) mercury ______________________________________________________________________

______________________________________________________________________________

(c) cadmium ______________________________________________________________________

______________________________________________________________________________ 19. Describe how the reduction in numbers of a keystone species could affect an ecosystem.

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

DATE: NAME: CLASS:

CHAPTER 3 BLM 1-36

Adaptations to Aquatic Environments



Goal • Use this page with Find Out Activity 3-1A, Adaptations to Aquatic Environments, on page 109 of your student book.

Feeding Behaviour? How Do You Know?

Fast or Slow Swimmer? How Do You Know?

Deep Water, Shallow Water, or Bottom

Dweller? Why?

1

2

3

4

5

6

7

DATE: NAME: CLASS:

CHAPTER 3 BLM 1-37

Barry’s Bog



Goal • Use this page with Find Out Activity 3-2A, A Land Development Proposal for Barry’s Bog, on page 124 of your student book.

DATE: NAME: CLASS:

BLM 1-37continued



Barry’s Bog

DATE: NAME: CLASS:

CHAPTER 3 BLM 1-38

Examining Sustainability



Goal • Use this page to summarize what you learn about resource use, human activities, and sustainability.

Resource Used Human Impact on the Environment Possible Sustainable Practice

DATE: NAME: CLASS:

CHAPTER 3 BLM 1-39

Harvesting the Oceans



Goal • Learn about the relationship between resources and populations.

Beneath the Bay of Fundy, and in other areas of the ocean, lies an undersea forest. When the tide goes out, the rocky shores of the bay are covered with a thick blanket of green, brown, and purple seaweed. When the tide comes back in again, the seaweed once again floats in the water. This forest of seaweed provides food and refuge for large numbers of animals.

The most common Bay of Fundy seaweed is generally referred to as rockweed (Ascophyllum nodosum). The harvesting for various purposes of rockweed and other types of seaweed is a profitable industry for Nova Scotia.

Rockweed has been used for hundreds of years as fertilizer and mulch. Chemicals that promote growth are extracted from the rockweed to produce a liquid fertilizer that can be sprayed on crops. Rockweed is also made into a nutritious feed for livestock. Chemical compounds called alginates are extracted for use as thickeners in paints, cosmetics, and puddings.

Rockweed from the Bay of Fundy annually provides thousands of tonnes of chemicals for use around the world. The rockweed harvest is closely monitored by the government. When the plants are cut, enough of the plant must be left behind at the base to allow the plant to grow. Once an area has been harvested, it is left for up to five years to allow the rockweed to grow back.

An important part of the ecosystem in the Bay of Fundy, rockweed beds are rich with marine life. Many species of fish, seabirds, and invertebrates depend on rockweed for food and a place to hide from predators. While very few animals actually eat rockweed plants, invertebrates such as sea urchins and periwinkles feed on the young plants. These invertebrates then become the major source of food for sea birds and fish.

Scientists estimate that there are at least 30 different species of fish and 15 species of birds that use rockweed beds during some part of their life cycles. For example, commercially important fish species such as young pollock, flounder, and herring feed among the rockweed beds. Sea birds such as ducks try to catch these young fish for food, but the rockweed beds provide safety for the fish as well as a source of nutrition. Once the fish have grown to an adult size, they move off deeper into the ocean.

It is obvious that harvesting rockweed and other types of seaweed has an effect on the ecosystem. When the rockweed has been cut and removed, a nutrient source and protection disappears for invertebrates and young fish. With their protection taken away, invertebrates and young fish are more easily caught by predators, lowering the number of fish that become adults.

Does rockweed harvesting have a damaging effect on the East Coast fishing industry? This is a question that environmental scientists cannot answer. The problem is that rockweed is too important to the economy of Nova Scotia to stop the harvesting. The difficulty for scientists and government officials is in deciding what level of environmental impact the area can tolerate in return for all of the useful materials the rockweed beds provide. If we harvest the area frequently, what long-term effect will this have on the ecosystem? Will the rockweed beds still be there many generations from now?

DATE: NAME: CLASS:

CHAPTER 3 BLM 1-40

An Environmental Issue



Goal • Identify and investigate a concern or issue involving an ecosystem.

What to Do

Your class will be divided into five groups, with approximately the same number of students in each. Each group will be assigned one of the topics listed below, which deal with industrial and economic proposals that have some potential environmental issues. After you have been assigned a topic, follow the steps below. 1. Split your group in half, each with the same number of students, if possible.

2. One group will investigate the negative aspects of the proposal, looking at the effects it might have on the community and the environment.

3. The other group will investigate the same proposal, looking at the positive effects that it

might have on the community and the environment.

4. After at least one class period of research and preparation, the two groups will then stage a debate in front of the class on the relative merits of the proposal.

Topics

1. Because your community is growing, the local council is proposing to convert a grassy area used for playing soccer into a paved parking lot to provide more parking for the shopping mall across the road.

2. Your community is on the shore of a lake that is famous for its variety of fish. The

community council, in order to promote tourism, proposes to increase the number of fish that can be removed from the lake.

3. Because of forest resources that are readily available, a new company comes into your

community and proposes to build a large pulp and paper mill on the large river that runs through your town. The company will employ at least 100 people.

4. To increase the amount of electricity available for the province, the provincial government

proposes to build a large hydroelectric dam near your town. The dam will flood some of the local land areas currently used for farming and recreation.

5. A development company proposes to build a new housing development of more than

1000 homes in your community. The company intends to buy at least 1000 hectares of prime agricultural land for the development.

DATE: NAME: CLASS:

CHAPTER 3 BLM 1-41

Human Technology and the Environment



Goal • Investigate the impact that human technological change has on ecosystems.

Humans have had a major impact on Earth’s ecosystems. Because of our developing and ever-changing technology, humans no longer have to adapt to their environment. We have the ability to change the environment to suit our needs. With this, however, comes a cost. In this investigation, you will look at the impact human technology has on our environment.

What to Do

Working in a small group, as determined by your teacher, you will investigate one of the topics listed below. Your group will be given approximately one period to research the topic thoroughly and another period to put together a class presentation. The group will produce a written, word-processed report that will be handed in for marking and a visual (for example, poster, model, video, overhead transparency) for your presentation. You will then be given a maximum of 10 minutes to present your information to the class.

Topics

(a) What is the impact on the environment of the introduction of fertilizer to the soil? (b) What is the impact on the environment of the introduction of pesticides? (c) What is the impact on the environment of the introduction of genetically engineered plants? (d) What is the impact of polluted water on the air, plants, and animals? (e) What is the impact of polluted water on humans? (f) What is the impact on the environment of the technologies used to cleaning up an ocean oil

spill? (g) What is the impact on the environment of the technologies used to cleaning up a

contaminated landfill site?

Assessment

Before you begin, your teacher will discuss with you how this assignment will be marked.

DATE: NAME: CLASS:

CHAPTER 3 BLM 1-42

Development Pros and Cons



Goal • Use this page to record your ideas about the pros and cons of a proposed development.

What to Do

Write your answers in paragraph form in the spaces provided. In your community, the town council is deciding whether to grant approval to a developer to build a large shopping mall on the outskirts of town. The mall and its necessary roadways will consume up to 100 hectares of prime farmland and forest.

(a) Suppose you were asked to make a presentation to the town council in favour of the mall. What arguments would you use to convince the council to grant permission for the development?

(b) Suppose you were asked, as a representative of all of the living organisms residing on the open land and in the forest, to make a presentation to the council to stop the development. What arguments would you use to convince the council to not grant approval?

DATE: NAME: CLASS:

CHAPTER 3 BLM 1-43

Media Analysis Sheet



Goal • Use this page with Conduct an Investigation 3-2B, Be a Media Watchdog on Environmental Issues, on page 135 of your student book.

What to Do

Use these questions to help guide your analysis of media reports about the environment.

1. Environmental media topics tend to fit into one of the following categories. Which category does this report fit into? Circle one: Animal Habitat Loss, Global Warming, Air Pollution/Acid Rain, Water Contamination/Water Quality, Other.

2. In 20 words or less, summarize what the report is about.

3. What social, political, or economic issues are involved?

4. What are the arguments?

5. Are the arguments based on scientific experts’ claims? What evidence do you have of this?

6. What lifestyles, values, and points of view are presented in this message?

7. Does the report interpret data to favour one perspective over another? Explain.

8. What techniques are used to attract my attention? For a newspaper article, consider the title of the article, what page the article appears on, and any pictures that are included. For a television report, consider the length of the segment, when it appears, and the footage or interviews.

9. What emotional effect does the report have on the listener or reader?

10. Do you think the story was presented to appeal to a specific audience?

11. Why do you think this message was sent?

12. Based on the information presented in the report, would you accept or reject the information as entirely true or possibly true? Give reasons for your answer.

DATE: NAME: CLASS:

CHAPTER 3 BLM 1-44

Purple Loosestrife



Goal • Learn about an environmental concern related to Canadian wetlands.

Purple loosestrife (Lythrum salicaria), a tall plant with pretty purple flowers arranged in spikes, is found in marshy areas throughout North America. This plant is not native to our continent but was brought here in the early 1800s by settlers from Eurasia for their own gardens. Since that time, purple loosestrife has spread to wetlands in almost every region of North America.

In most provinces and U.S. states, it is illegal to sell and distribute this plant because it has caused so much damage to our wetlands. How does it do this?

Since purple loosestrife is not native to North America, it does not have any naturally occurring diseases that can harm it nor insects that normally feed on it. Since it has no natural enemies, it grows rapidly, crowding out native wetland plant species. Purple loosestrife can grow to heights of more than 180 cm, outgrowing plants such as cattails, sedges, and rushes, on which wildlife depend for food and shelter.

When purple loosestrife takes over a wetland area, it changes the ability of the wetland to function as it should. The plant’s roots form a dense mat that blocks other plants from growing. Eventually, all other vegetation is choked out. In addition, one of the main functions of wetlands is to filter and purify water as it moves through the wetland plants that have fine, fibrous roots. The large, tuberous roots of the purple loosestrife are not very effective filters.

Because local plants are crowded out and plant diversity is reduced, animals are also affected. Hundreds of species of birds, mammals such as the muskrat, frogs and other amphibians, insects, and fish depend on a healthy variety of plants for their survival. For example, cattail stands are home to the muskrat and a variety of nesting birds, such as the marsh wren. Purple loosestrife does not provide the necessary shelter for this large variety of animal species, and there is no known animal that feeds on it.

The dense root system of purple loosestrife also clogs water channels in marshes. This prevents fish from reaching areas where they would normally spawn, and nutrients cannot flow as they should to provide food for marsh inhabitants.

1. What would likely happen if purple loosestrife is allowed to take over rivers and small lakes?

DATE: NAME: CLASS:

CHAPTER 3 BLM 1-45

The Impact of Invasive Species



Goal • Use this page to record your understanding of invasive species.

How Invasive Species Become Successful Examples

How do invasive species affect native species through competition?

How do invasive species affect native species through predation?

How do invasive species affect native species through disease and parasitism?

How do invasive species affect native species through habitat alteration?

DATE: NAME: CLASS:

CHAPTER 3 BLM 1-46

Chapter 3 Quiz




What to Do


1. What kind of succession begins on bare rock after glaciers have passed or on newly formed volcanic islands, and how long does it take? A. primary and occurs over decades B. primary and occurs over centuries C. secondary and occurs over decades D. secondary and occurs over centuries

2. What type of succession occurs after a forested area has been clear cut?

A. primary B. secondary C. climax D. sub-climax E. mature

3. What happens during adaptive radiation?

A. A number of new species arise from a common ancestor. B. The best-adapted members of a species survive and reproduce. C. Organisms are the first to survive and reproduce in an area. D. Introduced organisms take over the habitats of native species.

4. Which of the following is not affected by habitat fragmentation?

A. seed dispersal B. plant pollination C. animal reproduction D. soil compaction

5. Which of the following is not out of sequence?

A. Orcas hunted sea lions, harbour seals, and sea otters; orcas hunted sperm and baleen whales; kelp forests were destroyed; sea urchins reproduced rapidly

B. Orcas hunted sea lions, harbour seals, and sea otters; kelp forests were destroyed; sea urchins reproduced rapidly; orcas hunted sperm and baleen whales

C. Kelp forests were destroyed; sea urchins reproduced rapidly; orcas hunted sperm and baleen whales; orcas hunted sea lions, harbour seals, and sea otters

D. Orcas hunted sperm and baleen whales; orcas hunted sea lions, harbour seals, and sea otters; sea urchins reproduced rapidly; kelp forests were destroyed

DATE: NAME: CLASS:

BLM 1-46continued



6. What makes the American bullfrog an invasive species?

I It causes disease.

II It is a voracious predator.

III It alters habitats.

IV It outcompetes other frogs for resources.

A. I and II only B. II and III only C. II and IV only D. I and IV only

7. In what ways is Eurasian milfoil an invasive species?


II It alters habitats.

III It outcompetes other organisms for resources.

A. I only B. II only C. III only D. II and III only

8. How is the European starling an invasive species?


II It is a fierce predator.

III It alters habitats.

IV It outcompetes other birds for resources.

A. I only B. II only C. III only D. IV only

9. Which of the following is not an invasive species of the Garry oak ecosystem? A. Scotch broom B. camas lily C. grey squirrels D. gypsy moths

DATE: NAME: CLASS:

BLM 1-46continued



10. Which of the following is most likely to be the pioneer organism on an area of bare rock? A. fern B. shrub C. cactus D. lichen


Term Descriptor

_____ 11. natural selection

_____ 12. native species

_____ 13. overexploitation

_____ 14. invasive species

_____ 15. introduced species

_____ 16. adaptive radiation

A. the use or extraction of a resource until it is depleted

B. introduced species that can take over the habitats and resources of native species

C. New species arise.

D. organisms that are transported intentionally or by accident into new regions

E. Adaptations that are beneficial are carried to the next generation.

F. organisms that are just passing through an area

G. organisms that naturally inhabit an area 17. Why are decomposers important in the process of primary succession?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________ 18. How does flooding affect an ecosystem?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________ 19. Explain how agricultural practices affect ecosystems.

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

DATE: NAME: CLASS:

CHAPTER 3 BLM 1-47

Unit 1 Test



Goal • Test your understanding of Unit 1, Sustaining Earth’s Ecosystems. Circle the letter of the best answer for each question.

1. If a cougar ate a mouse that ate an insect that ate a plant, what would the cougar be? A. a primary producer B. a primary consumer C. a secondary consumer D. a tertiary consumer

2. Which of the following is true of animal species of the tropical rainforest? A. They compete more fiercely for available resources compared to species native to other

biomes. B. They specialize to avoid competition. C. They have adaptations to cope with extreme climate changes. D. They never use camouflage.

3. Which of the following is true of temperate grasslands compared with temperate deciduous forest? A. more rainfall B. less rainfall C. have the same rainfall amounts D. have warmer winters

4. If you were studying the niche of a bird species, what might you study? A. the food it eats B. its predators C. the temperatures it needs for eggs to hatch D. the places it chooses to build its nests E. all of these

5. Which of the following is not part of the phosphorus cycle? A. atmosphere B. rocks and soil C. producers D. consumers E. decomposers

DATE: NAME: CLASS:

BLM 1-47continued



6. If you went into a large pond and collected all of the living things, which life forms would have the greatest mass? A. all of the flies and mosquitoes B. all of the fish and frogs C. all of the plants and plankton D. all of the bacteria

7. Which of the following is not an example of two organisms in a mutualistic relationship? A. humans and malaria-carrying mosquitoes B. flowering plants and pollinators C. clown fish and sea anemones D. nitrogen-fixing bacteria and legumes

8. Which of the following is not true of eutrophication?

A. Eutrophication results from fertilizer run-off. B. Excess nitrogen and phosphate cause algae blooms. C. Decomposers use up all the available oxygen during cellular respiration. D. Excess algae results in large populations of fish.

9. Some species are so critical to the ecosystems that they are called

A. keystone species B. threatened species C. endangered species D. extinct species

10. The most significant cause of the loss of biodiversity is

A. habitat loss B. pollution C. invasive species D. disease E. overexploitation

DATE: NAME: CLASS:

BLM 1-47continued




Term Descriptor

_____ 11. sustainability

_____ 12. leaching

_____ 13. nitrification

_____ 14. detrivore

_____ 15. weathering

_____ 16. sedimentation

_____ 17. decomposer

_____ 18. nitrogen fixation

_____ 19. traditional ecological knowledge

_____ 20. soil compaction

A. N2 into NH4+

B. reflects human experience with nature gained over centuries C. the process in which rock is broken down into smaller fragments D. maintaining biodiversity and ecosystem health over time E. consumers that obtain their energy from dead organic matter F. NH4

+ into NO3–

G. the squeezing together of soil particles so that the air spaces between them are reduced H. removal by water of substances that have dissolved in moist soil I. Decaying organic matter accumulates in layers on the ground or in water, contributing to rock formation. J. the process of loosening soil K. organisms that recycle nutrients from dead organisms and waste

21. Describe adaptations of plant and animal life in a grassland biome.

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

22. Compare the kinds of adaptations an animal has to live in a tropical rainforest with the kind of adaptions an animal has to live in a temperate deciduous forest.

______________________________________________________________________________

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23. What would happen if there were no denitrifying bacteria?

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24. Why do the same biomes exist in different locations, latitudes, and elevations?

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______________________________________________________________________________ 25. Describe the concept and process of land reclamation.

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______________________________________________________________________________ 26. Why is the introduction of species the second major cause of loss of biodiversity?

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______________________________________________________________________________ 27. Give three examples of sustainable practices you read about in this unit.

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______________________________________________________________________________ 28. Give an example of how traditional ecological knowledge is used in resource management

practices.

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______________________________________________________________________________ 29. Describe the effects of deforestation on an ecosystem.

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______________________________________________________________________________ 30. List three ways human activities affect the nitrogen cycle.

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DATE: NAME: CLASS:

CHAPTER 3 BLM 1-48

Visualizing Key Ideas



Goal • Use this page to record your answer for question 1 of Unit 1 Review on page 154.

DATE: NAME: CLASS:

UNIT 1 BLM 1-49

Unit 1 BLM Answers



BLM 1-6, Biome Distribution Basics

Accept all reasonable answers for examples.

Response

1. How does temperature influence biomes?

- One of the most important factors that influence biomes - Affects length of growing season - Sun’s rays directly overhead at equator - At greatest angle at the poles

2. How does precipitation influence biomes?

- One of the most important factors that influences biome - Most rainfall at equator where moisture rapidly rises, cools,

and falls again

3. How do you use the graph of average annual temperature and precipitation to determine the type of biome?

- Climatographs for the same biome will have similar patterns of annual average precipitation and temperature.

4. What is the relationship between latitude and biome distribution?

- Direct sunlight at equator and moist air rises, quickly falling again as rain, so hot and moist at equator

- In polar regions, little moisture can be picked up. - Mid-range seasonal patterns as hot and cold air meet

5. How does elevation relate to biome distribution?

- Temperature decreases with increased elevation. - Windward side of mountain receives more precipitation as

moisture rises and cools and falls again.

6. How do ocean currents influence biomes?

- Create warmer, wetter climates along the coasts

7. What is a climatograph? - Graph of climate data for a specific region generated from data for as much as 30 y

BLM 1-8, Practise Reading Climatographs

Since students have to estimate values, accept any reasonable values.

Biome 1 2 3

Warmest average monthly temperature (°C)

+16 +19 +8

Month with warmest average temperature

July July July

Coldest average monthly temperature (°C)

–20 –10 –26

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BLM 1-49continued



Month with coldest average temperature

January January January or February

Total precipitation (mm) in January, March, August, and October

J: 20

M: 20

A: 65

O: 28

J: 20

M: 25

A: 42

O: 21

J: 20

M: 20

A: 60

O: 40

Driest month and total amount of precipitation for this month (mm)

Month: February

Total precipitation:

16

Month: October,

November, December, February

(all about the same)


20

Month: December,

January, February,

March (all about the

same)


20

Wettest month and total amount of precipitation for this month (mm)

Month: July


75

Month: June


75

Month: August


60

Start and end of growing season (months where temperatures first rise above or fall below 5°C)

Start: May

End: September

Start: April

End: October

Start: July

End: August

1. Biome 2 (Lethbridge, 49.63°N) is closest to the equator. Accept any of the following explanations: longest

growing season, warmest temperatures, little precipitation/snow. 2. Biome 3 (Iqaluit, 63.75°N) has the most northerly latitude. Accept any of the following explanations: shortest

growing season, coldest temperatures (many months with temperatures below zero), very dry. 3. The total annual precipitation of the three biomes is close (biome 1, 445 mm; biome 2, 415 mm; biome 3,

410 mm). Biome 1 (Fort McMurray, 56.73ºN) receives the most, however. 4. Biome 3 receives the least annual precipitation (410 mm). 5. Biome 2 has the longest growing season (seven months). 6. Biome 3 has the shortest growing season (about two months). 7. Animals would have to have structural and behavioural adaptations to long, cold winters to survive in biome 3,

which is in the tundra. 8. Accept any two explanations for each of the following: (a) Taiga: Summer temperatures allow ground to thaw. Winters are long and cold, but not as long as in the

tundra. Precipitation is sufficient to support coniferous forests.

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(b) Grassland: Precipitation is insufficient to support large forests. Growing season is long, with dry periods (drought) during the summer. Grassland supports grasses that are adapted to survive drought, as well as grazing animals.

(c) Tundra: Winters are long and cold. Precipitation is mostly in the form of snow. Growing season is short. Soil would not be able to thaw completely in summer. Summer is short and cool.

BLM 1-11, Ecological Hierarchies

A. Biome B. Ecosystem C. Community D. Population E. Species F. Organism BLM 1-12, Biological Interactions in Ecosystems

Species A Species B

Commensalism + 0

Mutualism + +

Parasitism + –

Competition – –

Predation + – BLM 1-14, Chapter 1 Quiz

1. A 2. C 3. A 4. A 5. D 6. B 7. C 8. C 9. A 10. E 11. D 12. F 13 E 14. A 15. B 16. C 17. Two similarities between a hot and cold climate are less than 25 cm of rain annually and salty soil. One

difference is that the temperature in the summer in a hot desert averages 38ºC, much hotter than 21–26ºC in the cold desert summer.

18. The importance of adaptation of plants and animals to a biome is that an organism that is not adapted will not survive and reproduce. Eventually, the organism could become extinct in that environment.

19. Areas in different locations can have the same biome when the climates (temperature and precipitation patterns) are similar. Climate is related to elevation. Climate is also related to elevation, so it is possible to have a tropical forest at the base of a mountain and tundra conditions at the top of a mountain.

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BLM 1-49continued



BLM 1-15, What Do You Know About Energy Flow?

Accept all logical responses for examples.

Term Definition

Energy flow The flow of energy from an ecosystem to an organism and from one organism to another

Producer Organisms that produces food in the form of carbohydrates during photosynthesis

Consumer An organism that eats other organisms

Decomposer Organism (e.g., bacterium and fungus) that breaks down wastes and dead organisms and changes them into usable nutrients available to other organisms

Biodegradation The breaking down of dead organic matter by living organisms such as bacteria

Food chain Model that shows the flow of energy from plant to animal and from animal to animal

Trophic level A step in a food chain that shows feeding and niche relationships among organisms

Primary producers Organisms in the first trophic level, such as plants and algae

Detrivore Consumer that feeds at every trophic level, obtaining energy and nutrients by eating dead organic matter

Herbivore Primary consumer that eats plants

Carnivore Secondary consumer that eats primary consumers and often other secondary consumers. It is often at the tertiary level of a food chain; also known as top carnivore

Food pyramid A model that shows the loss of energy from one trophic level to another; often called an ecological pyramid

Ecological pyramid A food pyramid, such as pyramid of biomass, pyramid of numbers, and pyramid of energy

BLM 1-16, Go with the Flow

Bottom: First trophic level, producer, grass First line from bottom: Second trophic level, primary consumer, herbivore, caterpillar Middle line: Third trophic level, secondary consumer, carnivore, robin Top line: Fourth trophic level, tertiary consumer, top carnivore, hawk

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BLM 1-49continued



BLM 1-17, Ecosystem Energy Flow

1. (a) blueberry plant (b) mouse (c) owl (d) about 0.1%

2. Tertiary consumer: red-tailed hawk Secondary consumer: snake → fox → wolf Primary consumer: mouse → grasshopper → squirrel → deer Producers: grass, willow tree, maple tree (+ seeds) Decomposers (detrivores): bacterium, fungus

3. Insects consume DDT and store it in their bodies. Birds eat large quantities of insects, storing even more DDT in their bodies. The DDT affects their eggs, etc.

BLM 1-22, Questions about the Nitrogen Cycle

Points to Know

Why is nitrogen necessary for living organisms?

Nitrogen is an important component of DNA and proteins. DNA carries the information to make proteins, and proteins are essential for many life functions of cells.

How is nitrogen stored? Mostly stored in atmosphere as N2 Other major stores in oceans and organic matter in soil

How is nitrogen cycled through the ecosystem?

Nitrogen becomes available to plants and eventually to animals.

What is nitrogen fixation?

Nitrogen fixation converts N2 into nitrate NO3– or ammonium NH4

+ . Nitrogen fixation occurs in three ways in the atmosphere: by lightning, in the soil by bacteria and in the water by cyanobacteria.

What is nitrification and uptake?

Nitrification converts ammonia to nitrate and is carried out by nitrifying bacteria. Nitrates can then enter plants roots along with water, and eventually the nitrogen becomes DNA or proteins.

How does nitrogen return to the atmosphere?

Denitrifying bacteria convert nitrate back into nitrogen gas. Volcanic ash with ammonia and nitrogen gases from volcanoes containing nitrogen oxide and nitrogen dioxide also return nitrogen to the atmosphere.

How is excess nitrogen removed from ecosystems?

Excess nitrate and ammonium are washed into the soil and into streams to settle of lake and ocean bottoms in sediments. Sediments eventually form rock. Weathering eventually releases nitrogen after thousands of years.

How do human activities affect the ecosystem?

Fossil fuel combustion and sewage treatment add nitrogen oxide and nitrogen dioxide Deforestation and burning grassland release trapped nitrogen, which falls again as acid rain. Overuse of chemical fertilizers adds excess nitrogen to environment. Excess nitrogen causes eutrophication in watersheds and kills fish.

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BLM 1-49continued



BLM 1-23, Know Your Nitrogen

Nitrogen fixation Nitrogen gas is converted into nitrate using electrical energy from lightning.

Denitrification The process where nitrates are converted into nitrogen gas

Nitrifying bacteria Certain bacteria that convert ammonium into nitrite or nitrite into nitrate

Nitrate NO3–

Nitrogen uptake The process where nitrates enter plant roots

Nitrification The process of making nitrates

Ammonium NH4+

Denitrifying bacteria Certain bacteria that convert nitrate back into nitrogen gas

Nitrite NO2–

Nitrogen-fixing bacteria Provide nitrogen for the host plant and in return obtain sugars

Nitrogen N2

BLM 1-25, Nutrients True or False

1. F (through a process of respiration or green plants remove carbon) 2. T 3. F (occupy the first trophic level) 4. T 5. T 6. T 7. F (would be a primary consumer or herbivore) 8. F (Carnivores are organisms that eat animals or Herbivores are organisms.) 9. F (The process of respiration uses . . . ) 10. T BLM 1-26, Ecosystem Review

1. A 2. D 3. A 4. C 5. B 6. D 7. C 8. D 9. A 10. B

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BLM 1-49continued



BLM 1-31, Heavy Metals

Environmental Sources Effects on Organisms Effects on Humans

Lead

- In past paint, gasoline - Today in electronics

soldering

- Very toxic - Similar effects in fish and

birds as humans

- Anemia, nervous system damage, sterility in men, low fertility in women, delayed mental development, kidney failure

Cadmium

- Found in Earth’s crust and released in weathering, volcanoes, and forest fires

- Released in plastic and battery manufacturing, enters soil in mining

- Strongly attracted to organic matter in soil so enters plant

- Highly toxic to earthworms and soil organisms

- High death rate and lower reproduction in fish

- Poisoning from smoking - Accumulates in lungs

causing cancer; leads to infertility; damage to central nervous system, immune system, DNA

Mercury

- Released through natural sources such as volcanoes, geothermal springs, weathering

- Fossil fuel burning, especially coal, waste incineration, mining

- Bacteria change mercury sulfide into methyl mercury, which is very toxic and bioaccumulates and biomagnifies in food chain

- Stored in brain affects nerve cells, heart, kidney, lungs, suppresses immune system

BLM 1-35, Chapter 2 Test

1. C 2. C 3. C 4. A 5. D 6. D 7. D 8. A 9. D 10. B 11. B 12. G 13. E 14. A 15. C 16. D 17. (a) Humans affect the carbon cycle by clearing land for agriculture and urban expansion, which removes trees

that remove carbon dioxide from the air, and burning fossil fuels, which adds to global warming. (b) Humans affect the nitrogen cycle by burning fossil fuels, which creates acid rain, and using fertilizers,

which cause eutrophication and fish death. (c) Humans affect the phosphorus cycle by adding phosphates into the environment with the use of detergents

and fertilizers, and large livestock farms add phosphorus from animal waste. The phosphate leaches into watersheds and causes eutrophication and fish death.

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BLM 1-49continued



18. (a) The effects of lead on humans are anemia, nervous system damage, sterility in men, low fertility in women, delayed mental development, and kidney failure.

(b) The effects of mercury on humans is that the mercury is stored in the brain and affects nerve cells, heart, kidney, and lungs and suppresses the immune system.

(c) The effects of cadmium on humans are poisoning from smoking, accumulation in lungs causing cancer, leads to infertility, and damage to central nervous system, immune system, and DNA.

19. The reduction of a keystone species could affect the health of the entire ecosystem and cause organisms to become extinct in those ecosystems because the keystone species is vital for the functioning of the ecosystem.

BLM 1-42, Development Pros and Cons

The answers to this extended-response question will vary. The answers should be written in paragraph form, and a portion of the assessment (as decided by you) should reflect this. BLM 1-45, The Impact of Invasive Species

How Invasive Species Become Successful Examples

How do invasive species affect native species through competition?

- Compete against native species for essential resources such as food and habitat

- Invasive carpet burweed - Eurasian milfoil - European starling - Grey squirrels in Garry

oak ecosystem

How do invasive species affect native species through predation?

- Outcompete native predators - Prey may not have adaptations to escape or fight

them.

- Crazy yellow ants - Norway rat - American bullfrog

How do invasive species affect native species through disease and parasitism?

- Invasion of parasites or disease-causing viruses and bacteria can weaken the immune system.

- Less dominant species now able to outcompete other species weakened by disease

- Sea lamprey - West Nile virus - Gypsy moth

How do invasive species affect native species through habitat alteration?

- Make natural habitat unsuitable for native species by changing its structure or composition

- Change light levels, decrease dissolved oxygen in water, change soil chemistry, or increase soil erosion

- Wild boar - Eurasian milfoil - Scotch broom

BLM 1-46, Chapter 3 Test

1. B 2. B 3. A 4. D 5. D 6. C 7. D 8. D 9. B 10. D 11. E 12. G

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BLM 1-49continued



13. A 14. B 15. D 16. C 17. Decomposers are important in primary succession because they are able to break down dead leaves and

organisms and create nutrients and soil. 18. Flooding results in soil erosion and soil pollution if toxic chemicals were mixed with flood waters. Flooding

can also spread diseases in the water. 19. Leaving fields bare can cause soil erosion. Soil compaction from farm machinery and grazing animals causes

reduction in air spaces, which makes the soil less healthy. BLM 1-47, Unit 1 Test

1. D 2. B 3. B 4. E 5. A 6. C 7. A 8. D 9. A 10. A 11. D 12. H 13. F 14. E 15. C 16. I 17. K 18. A 19. B 20. G 21. Adaptations of plants and animals in a grassland biome include being well adapted for drought with deep roots

able to continue growing after a fire. Flowers are wind-pollinated. Large mammals are grazers with plentiful grassland, and small mammals can burrow to escape fire.

22. Animals in a tropical forest would be adapted to live in trees as little grows on the forest floor. Many animals secrete poisonous substances for protection. They are often very specialized for a particular food source. Many animals in a temperate deciduous forest live on the ground, and there are many forest layers for habitats. Some animals hibernate or migrate in winter.

23. If there were no nitrifying bacteria, nitrogen would not be returned to the atmosphere, and, therefore, would not be globally available. It would be localized in stores.

24. Biomes exist in the same latitudes because they receive similar qualities and amounts of sunlight, producing similar temperatures. The amount of precipitation is similar at the same latitude because the same latitudes receive similar amounts of rain. A given elevation will experience a certain air temperature range and receive a specific pattern of rainfall comparable to climates at certain latitudes.

25. Land reclamation is a process where land is restored to its previous condition before human activity changed it. Land reclamation often involves plants that have the ability to remove arsenic, lead, cadmium, and uranium from soil. Bacteria or bacterial enzymes are also used to biodegrade oil in land and oil spills.

26. Invasive species change the biotic interactions within ecosystems through competition, predation, disease, and parasitism. In addition, they also alter habitats.

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BLM 1-49continued



27. Students’ answers may vary but may include selective logging and streambed restoration, polyculture (growing multiple crops, which reduces soil erosion and weed invasion) and redeveloping industrial areas with a mix of businesses and residences.

28. An example of how traditional ecological knowledge has been used is controlled burning, which recycles nutrients and increases biodiversity in the ecosystem.

29. The effects of deforestation include the loss of plants and animal habitats, soil degradation, and erosion. 30. Three ways human activities affect the nitrogen cycle are by burning fossil fuels, which creates acid rain; using

fertilizers, which cause eutrophication and fish death; and by clearing grasslands and forests by burning, which releases nitrogen back into the atmosphere.

date: name: class: unit 1 blm 1-1 unit 1 summarygoal • use this page to review the concepts in...

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