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Transcript
UNIT 5: THE INTERDEPENDENCE OF ORGANISMS Benchmark 1.13 (SOL-BIO1 and BIO9) Students investigate and understand that the atoms and molecules on Earth cycle among the living and nonliving components of the biosphere. Indicators 1.13.1 Illustrate the interdependence of living things using the concepts of matter and nutrient cycling. 1.13.2 Explain how photosynthesis and cellular respiration are complementary processes for cycling carbon dioxide and oxygen within an ecosystem. Benchmark 1.14 (SOL-BIO1 and BIO9) Students investigate and understand that energy flows through ecosystems in one direction, from photosynthetic organisms to herbivores, to carnivores, and to decomposers. Indicators 1.14.1 Illustrate the interaction of producers and consumers in an ecosystem with food chains, food webs, and energy pyramids. 1.14.2 Explain how photosynthesis and cellular respiration are complementary processes for the transformation of energy within an ecosystem. Benchmark 1.15 (SOL-BIO1, BIO5, BIO7, and BIO9) Students investigate and understand that organisms both cooperate and compete in ecosystems. The interrelationships and interdependence of these organisms may generate ecosystems that are stable for hundreds or thousands of years. Indicators 1.15.1 Relate the concepts of individuals, populations, communities, and ecosystems to each other. 1.15.2 Illustrate the interactions within and among populations, including carrying capacities, limiting factors, and growth curves. 1.15.3 Cite several examples of predation, parasitism, commensalism, mutualism, and competition. 1.15.4 Compare biotic and abiotic features of various terrestrial and aquatic biomes. 1.15.5 Illustrate the various succession patterns in ecosystems. Benchmark 1.16 (SOL-BIO1, BIO5, BIO8, and BIO9) Students investigate and understand that human beings live within the world's ecosystems. Increasingly, humans modify ecosystems as a result of population growth, technology, and consumption. Human destruction of habitats by direct harvesting, pollution, atmospheric changes, and other factors may threaten global stability and could result in irreversible damage to ecosystems. Indicators 1.16.1 Formulate ways of dealing with environmental problems such as air pollution and overpopulation. ----------------------------Associated Laboratory Activities Students should complete activities which enable them to: 5a. Understand the effects of population growth in relation to the ecosystem. 5b. Understand how energy passes from one trophic level to another as it moves through the ecosystem. Glencoe Text p. 86 Mini Lab How Can You Create a Closed Ecosystem? Text p. 150 Biolab Degrading Time of Packing Material LM p. 129 INV 23-2 Which Foods Can Bread Mold Use for Nutrition? Text p. 66 Biolab How Can One Population Affect Another? Text p. 116 Biolab Population Growth in Paramecium LM p. 15 INV 3-2 The Lesson of the Kaibab. 5a Effects of Population Growth Endangered Species : Population Bottlenecks in Mauna Kea Silversword Book 1 p. 73 Population Sampling : A Simulated Field Study Book 1 p. 115 Exp. 21 Physical Profile of a Lake p. 21-1 Exp. 13 Population Dynamics p. 13-1 Exp. 18 Acid Rain p. 18-1 Ecology First Look Explorations: Introduction; Observing Population Growth; Modifying Population Growth; Two Populations: What's the Difference?; Two Competing Populations; Enter Predator; Maintaining a Balance Core Inquiries: S and J Curves; Introducing a Virus; Effect of Food Supply; Carrying Capacity and Grass; Competition; Changing Environmental Conditions; Predation; Eating Efficiently; Survival Strategies; Environmental Changes; Maintaining System Balance; Competition Pressure Independent Investigations: Design an Animal; Design an Ecosystem; Global Warming 5b Energy Flow Within Ecosystems Counting and Coverage: A Simulated Field Study Over Time Book 1 p. 63 Exp. 14 Interdependence of Plants and Animals p. 14-1 Exp. 19 Dissolved Oxygen in Water p. 19-1 Exp. 20 Watershed Testing p. 20-1 Exp. 22 Five - Day BOD p. 22-1 Exp. 25 Primary Productivity p. 25-1 Relevant Virginia Standards of Learning (SOL) BIO.8 The student will investigate and understand how populations change through time. Key concepts include * examining evidence found in fossil records; * investigating how variation of traits, reproductive strategies, and environmental pressures impact on the survival of populations; * recognizing how adaptations lead to natural selection; and * exploring how new species emerge. BIO.9 The student will investigate and understand dynamic equilibria within populations, communities, and ecosystems. Key concepts include * interactions within and among populations including carrying capacities, limiting factors, and growth curves; * nutrient cycling with energy flow through ecosystems; * succession patterns in ecosystems; * the effects of natural events and human influences on ecosystems; and analysis of local ecosystems. Relevant Virginia SOL Review Questions 1. The study of how living things relate to each other and to their environment is called: a. ecology * b. mutualism c. food web d. commensalism 2. A relationship between two organisms in which both benefit is called: a. commensalism b. mutualism * c. autotrophism d. parasitism 3. A network of interconnected food chains is called a: a. decomposer b. food web * c. biosphere d. food chain 4. A relationship between two organisms in which one benefits and the other neither benefits nor is harmed is called: a. mutualism b. parasitism c. decomposer d. commensalism * 5. The layer of Earth that supports life is: a. ecology b. the habitat c. the biosphere * d. trophic levels 6. An organism that feeds on dead organisms is a: a. scavenger * b. parasite c. herbivore d. plant 7. A simple model for showing how matter and energy move through the ecosystem is a: a. trophic level * b. food web c. habitat d. food chain 8. An organism that manufactures food using energy from the sun or from chemical compounds is a: a. heterotroph b. decomposer c. autotroph * d. parasite 9. The role an organism has in the environment is called: a. ecology b. the biosphere c. a habitat d. a niche * 10. An organism that obtains energy from breaking down dead organisms is called a: a. parasite b. autotroph c. carnivore d. decomposer * 11. Which is not recycled in the biosphere? a. water b. energy * c. oxygen d. all of these are recycled 12. The largest biome is the: a. tundra b. coniferous forest c. desert d. ocean * 13. The greenhouse effect is due to a buildup of: a. nitrates b. water vapor c. carbon monoxide d. carbon dioxide * 14. A prey population usually decreases as the predator population: a. increases * b. decreases c. immigrates d. stays the same 15. All the possible food chains in a habitat are called: a. a niche b. a food web * c. a trophic level d. a community 16. Limiting factors keep populations from: a. declining b. emigrating c. getting too large * d. getting too small 17. Which of the following shows the correct order of a food chain? a. primary consumer-> producer-> secondary consumer b. secondary consumer-> producer-> primary consumer c. producer-> primary consumer-> secondary consumer * d. producer-> secondary consumer-> primary consumer 18. Which type of organism is not shown in the following representation of a food chain? grass--> mouse-> snake--> hawk a. herbivore b. decomposer * c. producer d. carnivore 19. Phytoplankton --> Zooplankton --> Mussels --> Starfish What effect would harvesting the mussels have on this food chain? a. The carbon dioxide levels in the water would decrease. b. The oxygen levels in the water would decrease. c. The starfish population would increase. d. The zooplankton population would increase. * 20. Aerobic organisms are dependent on autotrophs. One reason for this dependency is that most autotrophs provide the aerobic organisms with: a. oxygen * b. carbon dioxide c. nitrogen gas d. hydrogen 21.The pictures show the results of allowing bread mold in a sealed jar for a week. Which of these best explains the lack of change in mass in this demonstration? a. Water evaporated from the bread at the same rate mold grew on it. b. Materials are recycled in closed environmental systems. * c. Populations in closed systems grow until the food supply is gone. d. Some of the mold is dying. Organisms, Ecosystems, and Population Growth: Interrelationsips and Interdependencies NSES Generalization Organisms both cooperate and compete in ecosystems. The interrelationships and interdependencies of these organisms may generate ecosystems that are stable for hundreds or thousands of years. Living organisms have the capacity to produce populations of infinite size, but environments and resources are finite. This fundamental tension has profound effects on the interactions between organisms. Human beings live within the world’s ecosystems. Increasingly, humans modify ecosystems as a result of population growth, technology, and consumption. Human destruction of habitats through direct harvesting, pollution, atmospheric changes, and other factors is threatening current global stability, and if not addressed, ecosystems will be irreversibly damaged. Further Description The organization of ecosystems is based upon populations interacting with each other and with abiotic factors of the environment. The interaction of populations sets up a community. Populations may interact in positive or negative ways. An example of a positive interaction is seen in the pollinating activities of flowering plants. In this symbiosis, the flower is fertilized while the pollinator collects its food. Predator-prey relationships show a positive as well as negative association. Competition for resources can also cause negative interaction. In this case the population most affected by the competition is eliminated from a niche. Because of these interactions, numerous adaptations have evolved that prevent elimination of populations from a selected ecosystem. Species have adapted to be able to coexist with each other by sharing resources, reducing competition, and entering into positive symbioses. In any community, populations will tend to replace each other in an orderly process. This is due to the fact that habitat populations change. Use of nutrients and other "abiotic" factors by resident populations causes habitats to change, resulting in a replacement process, or succession. This process of community change results in a series of transitory communities until a final or mature community is established. Given sufficient time and stability of biotic and abiotic factors, a climax will be reached. The climax community can last for hundreds of years uninterrupted. All populations have an inherent tendency to increase in size. This potential increase is extremely high for most species. This type of exponential growth begins slowly and then continues on a rapid incline as more reproductive individuals are produced each generation. Control of population growth is based upon limiting factors and population interactions in each ecosystem. Resources such as food, water, oxygen, and space availability, as well as predation, competition, and parasitism, place environmental limits on population growth. These limits set the carrying capacity of the ecosystem. Population size will oscillate around this carrying capacity. When a population exceeds carrying capacity, a strain upon resources could result in a sharp decline in the population. Human civilization has brought about dramatic changes in the ecosystems of the world. These changes have resulted in major environmental problems, which in turn directly affect the survival of all species on Earth. Because of agricultural practices, technological advances, and medical triumphs, world population growth has reached a size well over 5 billion. This "population explosion," coupled with a lack of understanding of ecological principles, has resulted in massive pollution of land and water, destruction of habitats and loss of bio-diversity, possible climate changes that could result in global warming, and penetration of the protective ozone layer shielding all life from harmful UV rays. Policy decisions facing planet Earth should focus on population control, recycling of human waste, and development of alternative energy sources, and should develop a better understanding of the human impact on ecosystem balance. Concepts Needed Grade 9 Population, community, niche, habitat, competition, ecosystem, limiting factors, exponential growth mortality Grade 10 Succession, serial stages, ecotone, pioneer species, climax communities, associations, community Grade 11 Symbiosis, predator-prey, mutualism, amensalism, commensalism, parasitism, succession, biotic potential, agriculture, technology, human population growth form, biodiversity, layers of the atmosphere, waste disposal, fossil fuels, recycling, pesticides, pollutants, endangered species, abiotic factors Grade 12 Density-dependent and density-independent factors, carrying capacity, acid rain, ozone depletion, succession, climax concept Empirical Laws or Observed Relationships Interdependence, population levels of species fluctuate with environmental conditions Theories or Models Competitive exclusion principle, equilibrium hypothesis of island biogeography, climax communities, facilitation hypothesis, inhibition hypothesis, J-shaped and S-shaped growth form, age distribution pyramids, r and K strategies, global warming, succession Cycles in the biosphere and Energy Flow through Ecosystems NSES Generalization The atoms and molecules on the earth cycle among the living and nonliving components of the biosphere. Energy flows through ecosystems in one direction, from photosynthetic organisms to herbivores to carnivores and decomposers. Further Description The cycling of nutrients in any ecosystem is essential to maintain a balance in that ecosystem. Ecosystems are dependent upon resources that are used by organisms and the recycling of wastes disposed by them. Essentially the same atoms and molecules are being used over and over again. Nutrient cycling of organic and inorganic substances takes place in all ecosystems. Nutrients critical for maintaining homeostasis in any ecosystem are carbon, nitrogen, and phosphorus. The carbon cycle begins with atmospheric CO2 , which is absorbed by plants. CO2 is fixed through photosynthesis into glucose, which is used by all organisms in respiration to produce ATP. In respiration, CO2 is released as a waste product and sent back to the atmosphere. This cycle sets up the basic food chain for all ecosystems. CO2 is released into the atmosphere through decomposition and combustion as well, adding to the reservoir of CO2 necessary to continue this cycle. The nitrogen cycle is based upon the action of the decomposers in soil. Decomposers have the ability to convert nitrogen wastes and dead organic matter into a usable form for plants. In addition, a special group of nitrogen-fixing bacteria can convert nitrogen gas from the atmosphere into nitrates. The phosphorous cycle is a sedimentary cycle; that is, rock containing small amounts of phosphorous is eroded and phosphorous then becomes available to plants. Animals take in phosphorous from the food web, use it in making ATP and DNA, and through excretion, release it as a waste. Bound-up phosphorous is released into the soil by decomposers. Water, essential for all life, must also be cycled. The cycling of water occurs through evaporation, condensation, and precipitation. The sun causes evaporation from the oceans and lakes as well as transpiration from plants. Water is carried to the atmosphere condensed and falls in the form of rain or snow. The amount of precipitation helps define the type of ecosystem that will exist in a particular geographic region. The fuel for ecosystems is the sun’s energy. This radiant energy is captured by plants and converted into a usable form of chemical energy, namely glucose. Energy flow in ecosystems occurs when the primary producers (plants) carrying this energy are eaten by herbivores (animals that eat only plants), which in turn are eaten by carnivores (animals that eat only animals). This sets up what is known as a food chain. Food chains, however, are usually rare. In most ecosystems food chains usually become food webs. A web occurs when one or more levels of the food chain interconnect with other levels for their food supply. Food webs are usually complex and can define niche adaptations in ecosystems. Concepts Needed Grade 9 Biotic, abiotic, biosphere, natural resources, organic compound and inorganic compound, decomposition, condensation, precipitation, microorganisms, photosynthesis, carbon cycles, energy flow, producers, consumers, herbivores, carnivores, omnivores, food chains, food webs, habitat, niche, decomposers Grade 10 Predator-prey dynamics, carbon cycle, ecosystem, trophic structure Grade 11 Phosphorous cycle, carbon cycle, nitrogen cycle, human waste disposal and fossil fuel consumption Grade 12 Decomposers, trophic levels, heat budgets, energetics Empirical Laws or Observed Relationships Conservation of matter, first and second laws of thermodynamics Theories or Models Trophic pyramids, food web, hydrologic cycle, carbon cycle, nitrogen cycle, phosphorous cycle