name: class: unit 8 the circle of life - wikispaces unit packet.pdf... · unit 8 the circle of life...

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Unit 8

The Circle of Life Daily Outline:

A B Topics CW HW

5/4 5/5 Biotic and Abiotic Factors, Symbiosis 1, 2 1 5/8 5/9 Succession 3, 4 2

5/10 5/11 Cycles of Matter 5, 6 3

5/12 5/15 Biomagnification and Bioaccumulation 7, 8 4 5/16 5/17 Ecosystem Management 9 Review

5/18 5/19 HSA Review Checked (@ end of class) Review -- 5/23 Biology HSA -- --

5/24 5/25 Unit 8 Test, Unit Packet Collected, HSA Review Collected -- --

Homework:

HW 1: Section 4.3 Assessment

HW 2: Section 3.3 Assessment – Food Webs

HW 3: Section 3.3 Assessment – Trophic Levels

HW 4: Section 4.2 Assessment

SRHSbio: http://srhsbio.wikispaces.com

HSA Review: http://mdk12.org/assessments/high_school/look_like/biology/intro.html If you are absent, please use this sheet to determine what you missed and collect the materials from the make-up work bins up front. Get help from a friend, the links above, or the instructor.

Name:

Class:

NOTE: All HWs are attached at the end of the unit packet.

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Date:

Outcome:

Drill: • Global warming causes an increase in coastal water temperatures.

Increased coastal water temperature causes a decrease in reproduction of krill. Which organisms most likely experience an increase in population?

Date:

Outcome:

Drill: • Holes have formed in the Earth’s ozone layer, allowing more UV light to reach the

oceans. An increase in UV light might start killing microscopic marine algae. How will the ocean food web be affected by a large decrease in microscopic marine algae?

A. There will be fewer marine animals because there will be fewer producers. B. There will be no change because the algae are very small. C. There will be more consumers because the UV light kills producers. D. There will be fewer consumers because the UV light kills decomposers.

Drills

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Date:

Outcome:

Drill: • Identify the role of each organism in the food web • Make a pyramid to show the relationship among

the organisms in the food web

Date:

Outcome:

Drill: • An increase in the use of fossil fuels has increased the amount of sulfur compounds in

Earth’s atmosphere. Which of these is a direct result of the increased amount of sulfur in the atmosphere?

A. an increase in acid rain B. an increase in severe storms C. an increase in global warming D. an increase in the rate of ozone depletion

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Date:

Outcome:

Drill:

Which of these best describes the role of the krill in this food web?

a. Decomposer b. Consumer

c. Producer d. Parasite

Which of these best describes the relationship between the phytoplankton and zooplankton?

a. Producer – consumer b. Mutualism

c. Parasite – host d. Commensalism

Date:

Outcome:

Drill: The pesticide DDT was used to kill mosquitoes for many years. DDT entered bodies of water, moved up the food chain, and built up in the tissues of fish. When female bald eagles ate these fish, they produced eggs with very thin shells. Which of these graphs most likely shows how the ban of DDT affected the bald eagle population?

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Date:

Outcome:

A foreign species has been introduced into the ecosystem pictured below. Explain how this will impact each species on the food web.

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Word

Autotroph

Definition

Reminder Word

Use it in a Sentence Draw a Picture of it

Word

Heterotroph

Definition

Reminder Word


Word

Producer

Definition

Reminder Word


LINCs

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Word

Consumer

Definition

Reminder Word


Word

Decomposer

Definition

Reminder Word


Word

Trophic Level

Definition

Reminder Word


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Word

Eutrophication

Definition

Reminder Word


Word

Niche

Definition

Reminder Word


Word

Pioneer Species

Definition

Reminder Word


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CW1: The Lesson of the Kaibab

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.

Objectives:

Graph data on the Kaibab deer population of Arizona from 1905 to 1939

Determine factors responsible for the changing populations

Determine the carrying capacity of the Kaibab Plateau

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 should 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 numbers of deer that had been born that spring. Summer droughts followed by cold, harsh winters exacerbated the food shortage on the plateau. 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.

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Data Graph the deer population data.

Analysis

1. What is carrying capacity? What was the carrying capacity of the Kaibab Plateau estimated to be in 1905?

2. Identify the biotic and abiotic factors that affected the deer population on the Kaibab Plateau.

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

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

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

6. 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?

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

1915: 1926:

8. 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.

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CW 2: NOTES: Biotic & Abiotic Factors

Main Ideas Notes What are biotic and abiotic factors in an ecosystem?

Is soil a biotic or abiotic element of ecosystems?

http://www.google.com/url?sa=i&rct=j&q=soil+ecosystem&source=images&cd=&cad=rja&uact=8&docid=_LSHu6OWMiLruM&tbnid=7Ru3FsC-4Zh6KM:&ved=0CAUQjRw&url=http://chaunceygardens.co.uk/services/environmental-conscientiousness&ei=kPxgU6SDFYmY2wW87YGQCA&bvm=bv.65636070,d.b2I&psig=AFQjCNH1K6G5KLnWLQM_2NhbGXJZHgRUfw&ust=1398951314384049

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CW 3: NOTES: Symbiosis

Main Ideas Notes Types of community interactions

Mutualism

Parasitism

Commensalism

Protect this house!!!!!

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CW 4: Succession Learning Object

Go to: http://www.mrphome.net/mrp/succession.swf

1. What is succession?

2. What is a community?

3. Complete the flow chart below.

4. Make a flow map showing the primary succession on the island, from formation to large trees being dominant.

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5. Explain how temperature and rainfall affect the time needed to reach the climax community.

6. Make a flow map showing the secondary succession, from the fire to large trees being dominant.

7. Label the part of the island with the correct type of vegetation where it is most concentrated.

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8. Label the correct type of vegetation to the correct time slot in the timeline below.

Analysis Questions: 1. How is primary and secondary succession different?

2. How is primary and secondary succession the same?

3. What is the first group of organisms to colonize an area called? Why are they important?

4. What species is able to live on bare rock? Why is this species important?

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5. Why does primary succession take longer than secondary succession?

6. List some events that would start primary succession.

7. List some events that would start secondary succession.

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CW 5: Cycles of Matter Jigsaw

The Law of Conservation of Matter tells us that matter cannot be created or destroyed. This means that in order to create new organisms in the biosphere, matter must be recycled. A complex system of biogeochemical cycles allows matter to be reused over and over again. You will become an expert on one area of biogeochemical cycles and share your knowledge with the rest of your group.

Step 1: You will be assigned on of the following topics:

Recycling in the Biosphere (Questions 1 – 2)

The Water Cycle (Questions 3 – 4)

Nutrient Cycles – The Carbon Cycle (Questions 5 – 7)

Nutrient Cycles – The Nitrogen Cycle (Questions 8 – 9)

Nutrient Cycles – The Phosphorous Cycle (Question 10)

Nutrient Limitation (Questions 11 – 12) Research your topic in section 3.4 (p. 79-86) in the textbook. Then create a thinking map to present to your group. Your thinking map should provide a clear explanation of your topic.

Step 2: Share your thinking map with the other members of your group. After you have learned about the other topics, answer the following questions about cycles of matter in complete sentences.

1. How is the flow of matter in an ecosystem different than the flow of energy?

2. What three types of processes are involved in cycles of matter? Give an example of each type of process.

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3. What is the relationship between transpiration and evaporation in the water cycle?

4. What is groundwater? What is its role in the water cycle?

5. Why do organisms need nutrients?

6. Why is life on Earth often described as “carbon-based life”?

7. What processes remove carbon from the atmosphere? What processes release carbon into the atmosphere?

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8. Why do living organisms need nitrogen?

9. What role(s) do bacteria play in the nitrogen cycle?

10. How does the phosphorous cycle differ from the carbon, oxygen, and nitrogen cycles?

11. Explain how a nutrient can be a limiting factor in an ecosystem.

12. Identify one positive effect and one negative effect of fertilizer use on soil or aquatic ecosystems.

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CW 6: Food Chains and the Energy Pyramid

Part 1: My Organism Using the card you were given, fill in the information below about your assigned organism. If your card says “Ecologist” simply check the box that says “I am an ecologist.”

Organism Name:

# of Organisms: ___ I am an ecologist

My organism eats…

My organism is eaten by…

Part 2: Food Web With the help of the ecologists of the ecologists, you will arrange yourselves into a food web based on the information on your cards. Follow the instructions below to get started:

1. Find any other students with the same organism card and get together as a group 2. Find your predators and/or prey 3. Cut pieces of string to connect prey to their predators in the web 4. The “Lead Ecologist” is responsible for completing the picture of the food web on the board 5. Once the web is completed an ecologist should ask the instructor to check that it is correct

Questions

1. Now, complete the drawing of the food web below:

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2. Identify one food chain from the web that includes your organism and write it below.

Part 3: Energy Pyramid 1) In each level of the pyramid, write the names and numbers of

each organism that belong to that level.

2) Label each trophic level using the words below:

Primary producer Second-level consumer First-level consumer Third-level consumer

3) Sum up the total number of organisms in each trophic level and record the value on the lines

below.

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Questions (Use complete sentences!) 1. Which trophic level had the largest number of organisms? The smallest?

2. Biomass is the total amount of living tissue within a given trophic level. Explain how biomass changes

as you go up the energy pyramid.

3. If each organism is equal to one energy unit, what percent of the energy was transferred from each

trophic level to the next trophic level? (Show work for each calculation – you should have three!)

# 𝑜𝑓 𝑒𝑛𝑒𝑟𝑔𝑦 𝑢𝑛𝑖𝑡𝑠 𝑖𝑛 ℎ𝑖𝑔ℎ𝑒𝑟 𝑡𝑟𝑜𝑝ℎ𝑖𝑐 𝑙𝑒𝑣𝑒𝑙

# 𝑜𝑓 𝑒𝑛𝑒𝑟𝑔𝑦 𝑢𝑛𝑖𝑡𝑠 𝑖𝑛 𝑙𝑜𝑤𝑒𝑟 𝑡𝑟𝑜𝑝ℎ𝑖𝑐 𝑙𝑒𝑣𝑒𝑙× 100 = % 𝑜𝑓 𝑒𝑛𝑒𝑟𝑔𝑦 𝑢𝑛𝑖𝑡𝑠 𝑡𝑟𝑎𝑛𝑠𝑓𝑒𝑟𝑒𝑑

4. Extra energy is lost as heat. How much energy is released as heat between each trophic level?

5. One of the most important rules in ecology is called “The Rule of 10%.” Based on this activity, what do

you think is meant by this rule?

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CW 7: NOTES: Food Webs and Trophic Levels

Main Ideas Notes Primary Producers

Consumers

Food Webs

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Main Ideas Notes Trophic Levels

Energy Pyramid

Biomass

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CW 8: Bioaccumulation Investigation

What did you eat for dinner last night? Most of the food we eat is used by our bodies for energies and growth, and some of it is excreted as waste. But this doesn’t account for everything that enters our bodies. Sometimes there are chemicals present in our food, like pesticides from the farm on which it was grown, or compounds from the soil, that our bodies can’t use up or get rid of. These substances are stored in our bodies and their amount increases over time. The same happens to organisms in the wild that live in contaminated environments. In today’s activity, you will model the bioaccumulation of PCB in freshwater organisms. As you proceed through the activity, observe how PCB biomagnified as you travel through the food web.

PROBLEM:

HYPOTHESIS:

MATERIALS: 25 skittles (each piece of candy represents 1 unit of caloric energy) 50 plastic beads (each bead represents 1 unit of PCB toxin) 16 small cups (periphyton) and 1 bowl (crayfish) 1 tank (small mouth bass)

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PART 1: PERIPHYTONS 1. Place 1 candy (1 unit of caloric energy) in one cup (represents periphyton). This will be

day zero on your table. Please note at this time PCB contamination has not entered the

system. Day 0 has been filled in for you.

2. Have a periphyton uptake energy. You will model this by placing 10 more caloric units

(candies) in the small cup.

3. The periphyton does not turn all of the caloric units into biomass. When the periphyton

respires, it will lose 90% units of caloric energy (remove 9 candies from the periphyton).

The 10% of caloric energy (a single candy) remaining is converted into biomass. Fill out

“Day 1” of the table.

4. Now, imagine the food source for the periphyton becomes contaminated with PCBs. As

the periphyton consumes its daily 10 units of caloric energy (10 candies) it will also eat

one PCB unit (bead).

5. Just like step 3 you will respire 9 units of caloric energy and turn one unit of caloric

energy into biomass. But you cannot digest plastic, nor can you digest PCBs. But unlike

plastic bead, which would be excreted, PCBs will get stored in your fat. Record the data

on “Day 2” of the table.

6. Have the periphyton uptake PCB-contaminated energy for one more day (repeat steps 4

and 5). Record the data on “Day 3” of the data table.

7. Repeat steps 4 and 5 for another day. Record the data on “Day 4” of the data table.

8. Now complete the table by totaling the number of units of PCBs plus biomass and

placing your answer in column 4. In the fifth column divide PCB units by the total units.

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Periphyton

Day PCB units

(number of beads) Biomass units (number of

candies after respiring) Total units

𝑅𝑎𝑡𝑖𝑜 =𝑃𝐶𝐵 𝑈𝑛𝑖𝑡𝑠

𝑇𝑜𝑡𝑎𝑙 𝑈𝑛𝑖𝑡𝑠

0 0 1 1 0

1

2

3

4

ANALYSIS 1. Did the periphyton get “bigger” over the 4-day period?

2. What happened to the concentration of PCBs in the periphyton? Remember to use appropriate data from your table and science vocabulary.

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PART 2: CRAYFISH 9. You are going to “feed” 4 contaminated periphytons to a crayfish each day. The crayfish

originally has 10 units of biomass one day 0. Note: 10 units of biomass and zero PCBs are

already filled in on day 0 for the crayfish in the table below.

10. Complete the calculations to determine the increase of PCB units and biomass when

the crayfish eats 4 contaminated periphytons for each day.

PCBs Candies

One (Day 4) Periphyton

____ PCBs (beads) ____ Caloric Units (candies)

Four Periphytons

4* ____ PCBs (beads) 4*____ Caloric Units (candies)

Update per day

____ PCBs ____ Caloric Units

90% Loss of Caloric Units (0.90 x Caloric Units)

(no effect) - ____ Caloric Units

Total Gain Per Day By Crayfish


11. After each day, fill in the table. Remember the PCBs bioaccumulated. Therefore, add the

total gain PCBs per day and add caloric units per day.

Crayfish Day PCB units

( number of beads)

Biomass units (number of candies after respiring)

Total units

𝑅𝑎𝑡𝑖𝑜 =𝑃𝐶𝐵 𝑈𝑛𝑖𝑡𝑠

𝑇𝑜𝑡𝑎𝑙 𝑈𝑛𝑖𝑡𝑠

0 0 10 10 0

1

2

3

4

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PART 3: SMALLMOUTH BASS 12. Now it is time to feed the smallmouth bass. For each day, “feed” the smallmouth bass 2

crayfish. The smallmouth bass initially has 20 units biomass.

13. Complete the calculations to determine the increase of PCB units and biomass when the

smallmouth bass eats 2 contaminated crayfish for each day.

PCBs Candies One (Day 4) Crayfish

____ PCBs (beads) ____ Caloric Units (candies)

Two Crayfish

2* ____ PCBs (beads) 2*____ Caloric Units (candies)

Update per day


90% Loss of Caloric Units (0.90 x Caloric Units)

(no effect) - ____ Caloric Units

Total Gain Per Day By Small Mouth Bass


14. After each day, fill in the table. Remember the PCBs bioaccumulated. Therefore, add the

total gain PCBs per day and add caloric units per day.

Smallmouth Bass

Day PCB units ( number of

beads)

Biomass units (number of candies after respiring)

Total units

Ratio PCB Units to Total Units in decimal

0 0 20 20 0

1

2

3

4

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ANALYSIS: 1. Using your previous two models, what do you predict will happen to the PCB

concentration in the smallmouth bass after ten days of eating this way?

2. When we feed the crayfish we assumed that the periphyton had equal amounts of contaminations of PCBs. Do you think this happens in nature? Explain.

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GRAPH: Graph the amount of PCBs (beads) in each organism per day.

Periphyton Crayfish Small Mouth Bass

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CONCLUSION: Smallmouth Bass are often caught and eaten by humans. A human eats ½ pound of smallmouth bass meat. Explain why it is better to eat ½ pound of crayfish meat. Include:

Explain bioaccumulation and biomagnification (how are they different)

Explain biomagnification how it occurs up the food chain

Draw the complete food chain, including the human

Why eating PCBs is bad for human/ animal health

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CW 9: Oh, Elk!

DATA:

Year Number of Elk Number of Wolves

0

1

2

3

4

5

6

7

8

9

10

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GRAPH: Create a graph showing the number of wolves and elks at each year.

KEY: Wolves: Elk:

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ANALYSIS QUESTIONS: Answer the following questions, supporting your answers with evidence from the graph and using biology vocabulary words.

1. Infer. The following are all examples of limiting factors for the Elk: food, water, and living space. Develop a definition for “limiting factor”.

2. Analyze. What trends does your graph show? Is there a “balance” that exists in nature between predator, prey, and habitat?

3. Evaluate. In what ways is our game accurate to model the Yellow Stone ecosystem? What is something that we could do next time to improve the realism of the game?

4. Explain. Do you consider the wolf a keystone species?

5. Solve. In this game, the wolves cannot eat elks in the forest “safe zones”. In real life, wolves do not hunt in forests; instead they hunt on plains and open spaces. What impact would the elk (a primary consumer) spending more time in the forest have on the forest ecosystem?

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8: The Circle of Life Name: HW 1: Section 4.3 Assessment Class: Date: Read section 4.3 (Pages 106 – 109), then answer the questions below.

1 A What effects do pioneer species have on an environment undergoing primary succession?

B Why do communities change over time?

C When a whale or other large marine mammal dies and falls to the ocean floor, different waves of decomposers and scavengers feed off the carcass until nothing remains. Do you think this is an example of succession? Explain your reasoning.

2 A What is a climax community?

B What kinds of conditions might prevent a community from returning to its predisturbance state?

3 Look at the photo below. If you walked a straight line away from the beach, what kinds of changes in vegetation would you expect to see? What sort of succession is this?

4 Consider the definition of a niche, below. Niche: the range of physical and biological conditions in which a species lives and

the way the species obtains what it needs to survive and reproduce. How does each wave of organisms during succession prepare the niche for the next wave of organisms?

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8: The Circle of Life Name: HW 2: Section 3.3 Assessment – Food Webs Class: Date: Read section 3.3 (food webs only, Pages 73 – 76), then answer the questions below.

1 A Energy is said to flow in a “one-way stream” through an ecosystem. In your own words, describe what that means.

B Explain what you think might happen to the Everglades ecosystem shown in Figure 3-9 if there were a sudden decrease in the number of crayfish.

2 A Explain the relationship between primary producer, primary consumer, and secondary consumer.

B Are decomposers and detritivores necessary in an ecosystem? Explain why or why not.

3 A Describe the flow of energy through an ecosystem.

B What is the ultimate energy source for all ecosystems?

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8: The Circle of Life Name: HW 3: Section 3.3 Assessment – Trophic Levels Class: Date: Read section 3.3 (trophic levels and ecological pyramids only, Pages 77 – 78), then answer the questions below. 1 A Make a two column chart to compare the three types of ecological pyramids.

B What is a trophic level?

2 A On average, what proportion of the energy in an ecosystem is transferred from one trophic level to the next? Where does the rest of the energy go?

B Draw an energy pyramid for a five step food chain. If 100% of the energy is available at the first trophic level, what percentage of that energy is available at the highest trophic level?

C Explain how the amount of energy available at each trophic level often limits the number of organisms that each level can support.

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8: The Circle of Life Name: HW 4: Section 4.2 Assessment Class: Date: Read section 4.2 (Pages 99 – 104), then answer the questions below.

1 A What is the difference between a habitat and a niche? B How is a niche like a profession? In ecological terms, describe your niche.

2 A What is competition? Why can’t two organisms compete if they live in different habitats?

B Look at Figure 4 – 7 and describe how the three species of warblers have divided their resources. Does each warbler have its own niche?

3 A What is a keystone species? B How might a dramatic increase in vegetation lead to a decrease in a prey species?

(Hint: Think of how the vegetation, prey, and predator could be connected in a food chain.)

4 A What is symbiosis? What are the three major types of symbiosis? B Bacteria living in a cow’s stomach help the cow break down the cellulose in grass,

gaining nutrients in the process. Is this an example of commensalism or mutualism? Explain your answer.

C What is the difference between a predator and a parasite? Explain your answer.

name: class: unit 8 the circle of life - wikispaces unit packet.pdf... · unit 8 the circle of life...

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