science 10: biology · science 10 : biology page 3 part b: biomes of the world -in science 10 you...

Science 10 : Biology

Science 10: Biology

Name: ______________________________

Text: Chapters 1-3

Biology Learning Outcomes

B1. Explain the interaction of abiotic and biotic factors within an ecosystem.

B2. Assess the potential impacts of bioaccumulation

B3. Explain various ways in which natural populations are altered or kept in

equilibrium.


Science 10: 1.1 Biomes

Text: Chapter 1, pages 8-33

Part A: Introduction and Review

-The image right depicts the biosphere and its biomes with

some of the abiotic and biotic factors found within them.

-Vocabulary review: Define the following terms and give

an example of each:

a) Abiotic: Non-living parts of an environment. Sunlight,

soil, moisture, temperature.

b) Biotic: Living parts of an environment, Plants, fungi, bacteria, animals.

c) Biosphere: Part of the planet containing living organisms. Can be

broken into smaller divisions for study (biome, ecosystem, habitat)

d) Biome: Largest division of the biosphere, containing large regions with

similar biotic and abiotic conditions.

-Identify the biotic and biotic components of the ecosystem depicted

below:


Part B: Biomes of the World

-In Science 10 you will focus on terrestrial (land) biomes.

*Complete Activity 1-1A on pages 10-11. Record your answers to the questions in the space provided

below.

Describe two patterns you see in the distribution of the biomes.

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Which distribution patterns were identified more than once? List the three most frequently identified

patterns.

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In a paragraph, provide an explanation for each of these three patterns based on your general knowledge.

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*Complete Reading Check, page 12.

Part C: Factors Affecting the Characteristics and Distribution of Biomes

-Biomes are characterized by interactions between their abiotic and biotic factors and the following five

factors:

1. Temperature

2. Precipitation

3. Latitude

4. Elevation

5. Ocean Currents


1. Temperature and 2. Precipitation

-These are two of the most important abiotic

factors as they determine the organisms that

can survive in an area.

-How does either temperature or precipitation

affect where the following organisms can live?

-Which of the organisms right are capable of

living in a desert biome? Why?

-If you know the average annual temperature

and average annual precipitation of an area

you can use the graph right to determine the

type of biome it belongs to.

-The graph shows how biomes overlap when

average annual precipitation and average

annual temperature are plotted.

-What other factors influence rainfall and

temperature?

Latitude, elevation and ocean currents

*Complete Practice Problems on page 13.


3. Latitude

-Examine the map below, which lines on the grid represent latitude?

-On the map draw in the following important lines of latitude and zones:

Equator, Tropic of Capricorn, Tropic of Cancer, North and South Poles. North Temperate Zone, South

Temperate Zone, Tropical Zone

-Examine the diagrams below and brainstorm how latitude affects temperature.

The angle at which the sun’s rays hit Earth vary with latitude (because of Earth’s 23.5° tilt).

The more direct solar insolation (less area covered) a region receives the warmer it will be. This is why

the equator is warmer than the poles.


Examine the diagram below and explain how latitude affects precipitation for each of the areas listed

below:

a) Equator: Direct sunlight heats moist air, which rises and cools in the upper atmosphere and falls back

to Earth’s surface as rain.

b) Poles: Cold air cannot carry very much moisture, resulting in little precipitation.

c) Temperate Regions: Cold polar air masses collide with warm/moist tropical air masses = seasonal

rainfall.


-Examine the diagram below. Do biomes at the same latitude tend to have similar or different

characteristics?

*Important concept: Latitude can affect both temperature and precipitation due to changes in the angle of

the sun’s rays hitting Earth.

4. Elevation

-How is elevation measured? Metres above sea level.

-How does elevation affect temperature?

Temp decreases with elevation as atmosphere becomes thinner and less able to retain heat.

-Examine the diagrams below and explain how elevation can affect precipitation.

Windward: Moist air rises, cools and is less able to hold water vapour = precipitation.

Leeward: Air descends, warms and sucks moisture up from Earth = dry area.

-On the diagram above, where would Collingwood be located?


-Examine the biome world map on text pages 10 and 11. Where can you see the impacts of elevation on

biome distribution?

-Notice on the diagram below that elevation has the same effect on biome distribution that latitude has!


5. Ocean Currents

-Examine the diagram below. How do cold and warm ocean currents affect biome distribution?

Cold water currents are commonly found beside desert biomes (provide no warm air/moisture).

Warm water currents are found beside temperate biomes (bring warm air and moisture).


Part D: Climatographs

-A region’s climate is the average pattern of weather conditions observed and

recorded over a period of years.

-Climatographs are used to illustrate the climate for a specific region and are

constructed from data collected over the last 30 years.

-Examine the climatograph right, what information does it depict?

Average Monthly Temperature: Red Line

Average Monthly Precipitation: Blue bar graph


-Compare the climatographs for Tofino and Osoyoos below. Do both cities belong to the same biome?

How do you know?

No, as they have very different temperature and precipitation levels = different climates and so likely

different biomes. Tofino is temperate rainforest and Osoyoos is a desert.

Part E: Biomes and Animal/Plant Adaptations

-Biomes contain characteristic plant and animal life that have

special adaptations to survive and reproduce in them.

-For example, what adaptations do you think a camel has to

survive in its environment? Watch Animal Adaptations to

check your answer!

-Watch the Archer Fish’s amazing adaptations!

-There are three types of adaptations:

1. Structural Adaptations

-Physical feature of an organism’s body with a

specific function that contributes to survival.

-What are some structural adaptations of the

organisms in the images right?

a) Pine Tree: Cone shaped to shed snow.

b) Arctic Fox: Fur is white in winter and brown-

grey in spring for camouflage.

-Watch Fooled by Nature: Zebra’s Stripes

http://www.youtube.com/watch?v=fRX2JtKFUzk

http://www.youtube.com/watch?v=g3Z9Yv73hp8&list=PLnsYFqej8043xKi4cDVptgwioegCFnLHj

http://www.youtube.com/watch?v=IISNFkRkSxI


2. Physiological Adaptations

-Physical or chemical event in an organism’s

body that enables survival.

-What are some physiological adaptations of the

organisms right?

a) Wolf: Constant body temperature regardless

of weather (Endothermic, Homeostasis)

b) Cacti: Require less water for photosynthesis.

3. Behavioural Adaptations

-What an organism does to survive in its environment.

-What are some behavioural adaptations of the organisms below?

a) Burrowing Owl: Builds nest in abandoned prairie dog burrows

b) English Ivy: Grows up trees to access sunlight

-Watch Fooled by Nature: Elephant Shrew

-A quick quiz! What type of adaptation is

depicted in the cartoon right? Why?

-Behavioural, making use of materials in its habit

to obtain food.


http://www.youtube.com/watch?v=W5QJaznkqjM


Part F: A Survey of Biomes

-A biome has regions with similar biotic and abiotic

components.

-Biomes are often named after their dominant vegetation or

for a geographical or physical characteristic.

-Which of the 8 biomes is not found in Canada?

Tropical Rainforest

*Complete the Biome Project.

*Complete Reading Check, pages 25 and 29.

*Complete Check your Understanding, page 33.


Science 10: 1.2 Ecosystems


Part A: Introduction and Review

-Remember that scientist study the biosphere by

breaking it down into smaller divisions.

-Here are a couple of skill testing questions

about ecosystems for you:

a) What is an ecosystem?

Part of biome in which biotic and abiotic factors

interact. Its study is called ecology.

b) Does a biome contain just one ecosystem?

No, many.

b) How large and small can an ecosystem be?

They can range in size from a decaying log to

many hectares.

c) Consider the Sculpin in the image right. What

would its ecosystem and habitat be?

Ecosystem: Pacific Ocean

Habitat: Tide pool.

-Brainstorm one another example of an organism and its ecosystem and habitat (do not use your text!):

_____________________________________________________________________________________

d) Why is it important to study past and present ecosystems?

-To understand their dynamics and predict what might happen in the future.

*Explore the ecosystems and biodiversity of B.C. at http://www.geog.ubc.ca/biodiversity/

http://www.geog.ubc.ca/biodiversity/


Part B: Abiotic Interactions in an

Ecosystem

-Identify and explain the significance of each

of the abiotic factors in the diagram right:

a) Oxygen: Cellular respiration, produced by

plants and algae.

b) Water: Cells are 50-90% water, transports

nutrients.

c) Nutrients: Chemical substances for growth

(Nitrogen, phosphorous)

d) Light: Photosynthesis

e) Soil: Holds water and nutrients; Habitat for

plants and animals.

*Reading Check, page 38

Part C: Biotic Interactions in an Ecosystem

-The image right illustrates the idea of ecological

hierarchy, the order of biotic interactions and

relationships in an ecosystem.

-How is each level of the ecological hierarchy

different from each other?

a) Organism: A living thing.

b) Population: All members of a species in an

ecosystem.

c) Community: Interacting populations of different

species.

d) Ecosystem: Interacting biotic and abiotic

components of the biosphere.


-Are Ostrich and Emus members of the same

species? Why or why not?

No, despite looking alike they can’t produce fertile

and viable offspring.

-What about Horses and Donkeys?

They can produce an offspring (Mule), but it is

sterile. So, no!


Part D: Biotic Interactions in Populations

-Symbiosis is the interactions between two different species living in close association.

-There are three types of symbiosis in ecosystems:

1. Commensalism

-What two organisms are interacting in the image

right? What is the nature of this interaction (+/+,

+/0, +/-)

Whale and barnacles.

+ for the barnacles as get shelter and transporation.

0 for whale as unaffected.

-Commensalism is a symbiotic relationship where

one organism benefits and the other is not helped

or harmed.


2. Mutualism

-Explain the interaction between the organisms in the

image right. (+/+, +/0, +/-)

+/+, Bird gets a meal and crocodile gets its teeth cleaned.

-Mutualism is a symbiotic relationship where both

organisms benefit.

-Dependent mutualism is where two

species can’t survive without each other

(Flowers and pollinators)

-In another type of mutualism one

organism defends another in exchange

for food and shelter.

-Brainstorm one more example of

mutualism not found in your text:

_____________________________________________________________________________________

3. Parasitism

-Watch the video Nature of the Cuckoo Duck and explain the

interaction between the organisms in it. (+/+, +/0, +/-)

+/-, parasitism is where one organism benefits and the other is

harmed.

-What are some other forms of parasitism that you know?

_____________________________________________________

-What are some general characteristics common to all parasites?

a) Usually smaller than hosts and occur in large numbers

b) Live in or on their hosts and get nutrients from the host’s blood or body tissues.

c) Generally don’t kill the host, but can cause a lot of harm to their body/organs.

d) Can be host specific or live on/in many hosts.


http://www.youtube.com/watch?v=4Mb0GOITRUU


Part E: Niches

-In the diagram right, what habitat

do all of the warbler species

occupy?

Spruce Tree

-Do all of the warblers occupy the

same part of their shared habitat?

No, they have different niches to avoid competition for food and other resources (water, sunlight, habitat).

-A niche is the special role that an organism has within an ecosystem and includes:

a) How the organism fits into its environment

physically, chemically and biologically in order to

survive, grow and reproduce.

b) Interactions between members of the same and

other species.

-Examine the picture of the Great Blue Heron

below and describe how it is adapted to its niche.

Long legs/neck mean that it can fish in deeper

water than other birds.

-Have a look at how specialized the Galapagos finches’

niches are! Why do you think this is?

Very limited resources, also a product of fluctuating

environmental conditions.


Part F: Competition

-Based on what we discussed above, how could we define the term

competition?

Interaction between organisms with overlapping niches (same time,

same location) for a desired resource.

-The type of resource being competed for can vary. What resources

are being fought over in the images right?

Elk: Mates Cheetahs: Food Barnacles: Space

When would individuals compete for the same resource?

-If it is limited/rare.

-Cheetahs in the photo are likely cooperating, is food scarce?

-No, otherwise would be individually hunting.

What affect can competition have on individuals? And on a

population?

Individual: Limit size and health

Population: Limit size

Part G: Predation

-Predation is interactions where one organism (predator) eats another

organism (prey).

-What are some adaptations predators have to catch their prey?

Camouflage, highly developed senses, speed, sharp/pointed teeth.

-What are some adaptations prey have to avoid predators?

Spines, warning colours, shells, camouflage, mimicry, smells.


-Out of interest, have a look at the

vision of both predators and prey.

How are they adapted for their

different lifestyles?

-Examine the graph below. What does it reveal about predator-prey population dynamics?

Predator and prey populations can influence each other.

Prey population shrinks and predator population rises.

-Predator-prey relationships are very complex and are also regulated by other factors (availability of food

and space) and by rates of population growth.

*Read page 50 and view the video about toxic newts in B.C. (on weebly) as an example of the evolution of

predator prey relationships.

1. What are the two adaptations the rough-skinned newt has for defence?

Neurotoxin in skin; Camouflage.

2. What is a neurotoxin?

-Toxin that affects the nervous system.

3. How have some garter snakes mutated so that they can prey on the rough-skinned newt? What are

some costs of this resistance?

Adapted to resist effects of the toxin. But, can be slowed down or immobilized after eating a newt.

-Cost: resistant snake is slower than non-resistant snake.


4. Explain how the populations of newts and garter snakes are kept in balance.

-Resistant garter snake population does not increase as they are more vulnerable to their own predators.

-Newts population is kept in check by garter snakes and as producing toxin decreases energy available for

reproduction.


Part H: Biodiversity in Ecosystems

-Biodiversity is the variety of living things in an

ecosystem.

-Do healthy ecosystems have high or low biodiversity?

-How is biodiversity lost from an ecosystem?

Loss of habitat = loss of species.

Also, loss of genetic diversity within a species due to isolation can make them vulnerable/extinct.

-What can humans do to balance our activities and biodiversity?

Biodiversity corridors in our cities and over/under highways.

Etc.

*Complete Chapter Check, page 51, #’s 1-4, 6-9, 11-13.


Science 10: 2.1 Energy Flow in

Ecosystems


Part A: Energy Flow

-Energy flow is the movement of energy from one

organism to another in an ecosystem.

-Examine the diagram right. How does energy enter an

ecosystem?

Enters as sunlight.

-Why are plants called producers in this system?

-Produce food by using chlorophyll to convert light

energy into glucose through photosynthesis.

-They contribute energy to the ecosystem.

-What is the next stage of energy transfer in the ecosystem?

-Consumers eat plants to obtain the sugar/carbohydrates

produced.

-Consumers can then be eaten by other consumers

-What role do organisms like fungi and bacteria play in the

flow of energy in an ecosystem?

-Decomposers (biodegradation), break down organic wastes

and dead animals into usable nutrients for producers and

consumers.

-e.g. Fungi secrete enzymes to break down cellulose in leaves

into usable nutrients.

-Link abiotic and biotic components of ecosystems.

*Watch a monitor lizard decompose!

http://www.youtube.com/watch?v=sb9toge-uW4


-The total mass of all living things (producers, consumers,

decomposers) in a given area is called biomass.

-Biomass is measured in g/m2 or kg/m2.

-Fun Fact: The biomass of plants on Earth is over 100x

greater than that of animals!

Part B: Energy Flow and Energy Loss in Ecosystems

-Scientists use different models to understand how energy moves through and is lost in an ecosystem:

1. Food Chains

-Food chains are models that show the flow of energy from producers to consumers and between

consumers.

-Each step in a food chain is called a trophic level, which shows the feeding and niche relationships

amongst organisms.

-In the diagram below, arrows show the direction of energy transfer.

Trophic

Level

How they get energy Create Your Own

Food Chain

Quaternary

consumers

5th Eat Tertiary Consumer Lion, Cheetah,

Tertiary

consumers

4th Eat Secondary Consumer Hyena

Leopard

Secondary

consumers

3rd

Eat Primary Consumer Crocodile

Primary

consumers

2nd

Eat Primary Producer

(herbivore)

Organism eats a plant

e.g. deer

e.g. Giraffe

e.g. squirrel


Primary

Producers

1st Photosynthesis “Plant’

e.g. Dandelion


-Consumers in a food chain can be classified by what sources

they get their energy from:

a) How do Elephants get energy?

Herbivores, primary consumers that eat plants.

b) How do Lions get energy?

Carnivores, eat other consumers.

-What level of consumer would the lions in the photo be

classified as?

Secondary, as are eating a wildebeest (herbivore)

c) How do Bears get energy?

Omnivores, eat both producers and consumers.

d) How do Fungi get their energy?

Detrivores, energy/nutrients from dead producers, consumers and

waste.

Very numerous and have their own separate food chain.

-At what trophic level(s) do detrivores feed?

Every trophic level.


2. Food Webs

-Most organisms belong to many food chains

and as such belong to food webs (models of

energy transfer within an ecosystem).

-Remember, arrows represent the flow of

energy/nutrients.

-Which organism is a: Omnivore? Herbivore?

Carnivore? Producer?

-Do any organisms have overlapping niches

(competition)?

-Which organism is the top consumer?

3. Food Pyramids

-Is the transfer of energy between trophic levels 100% efficient?

No, only 10% of the energy at one trophic level is available to

the next.

-Where does this lost 90% of energy go?

Lost in cellular respiration, growth and reproduction, as heat,

feces…

-This loss of energy between trophic levels is shown by food

pyramids (also called ecological pyramids).

-On which trophic level is the amount

of life an ecosystem can support

dependent?

Producers, they will also have the

largest population size (biomass).

-In short, food pyramids reveal:

a) Most of the energy trapped by plants

flows out of the ecosystem.

b) How important plant life is for

making energy available in ecosystems.

c) Maintaining plant biodiversity is crucial for the viability of ecosystems!


*Use Comparing Ecological Pyramids, text page 60, to define the following ecological pyramids and state

their limitations:

*Complete Chapter Check, page 67, #’s 3-8, 10-14, 16.


Science 10: 2.2 Nutrient Cycles in Ecosystems


Part A: Nutrient Cycles in the Biosphere

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science 10: biology · science 10 : biology page 3 part b: biomes of the world -in science 10 you...

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