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Biological Energy Packet
Name:____________________________________________
Standard 2 Students will understand that energy from sunlight is changed to chemical energy in plants, transfers
between living organisms, and that changing the environment may alter the amount of energy provided to living
organisms.
Objective 1 Compare ways that plants and animals obtain and use energy.
Obj. 2 C: Formulate and test a hypothesis on the effects of air, temperature, water, or light on plants (e.g., seed
germination, growth rates, seasonal adaptations).
What I Know About:
PHOTOSYNTHESIS
RESPIRATION
What I would Want to Further Study About:
PHOTOSYNTHESIS
RESPIRATION
My Group Investigation Question is:___________________________________________________________________
Hypothesis:
Materials:
Procedure:
Modified Procedure:
Obj 1. A. Recognize the importance of photosynthesis in using light energy as part of the chemical process that
builds plant materials.
Photosynthesis Notes
Why it’s Important for Biological Energy:
____________________________: Study of Living
Things
Includes:__________, ______________, Bacteria
etc.
All energy on earth comes from the_____
We depend on:
1._________________________
2._________________________
3._________________________ (photosynthetic
bacteria)
To provide this energy to us!
-________________ _______________ and
_________________ are taken in by plants
-Plants absorb ____________________
__________________ and convert it to a usable form: -___________
-Energy is used to “fix” carbon dioxide into sugar molecules - ____________________ __________________
-Sugar is converted to starch and stored for use by the plant, and by animals when they eat plants.
Chloroplasts
All light energy is transformed into ____________________ (chemical energy) in the ____________________
…. The green part of the leaf.
Light (dependent)Reactions
• Happen ONLY in _____________________
– Hence they depend on light!
Light is absorbed by chlorophyll molecules
The energy generates molecules of _____________.
Overall Reaction
What is the equation for photosynthesis?
____________+ ___________  glucose + oxygen + energy
6CO2 + 6H2O  ___________+ _____________ + energy
•
Why do leaves turn brown in the fall?
• It’s all about pigments!
Write a short description of why you think they turn brown and fall off.
__________________________________________________________________________________________
__________________________________________________________________________________________
Obj 1 B. Explain how respiration in animals is a process that converts food energy into mechanical and heat energy.
What is Respiration?
• Respiration is the _________________of ________________________
•
•
It’s how we and all other animals receive_________________________..
Glucose + Oxygen = Carbon Dioxide + Water + Energy
_______________ + ____________ = _________________ + _____________ + ____________________
The Energy is in the form of ATP.
Structure of ATP
adenosine
Pi
+
Pi
Pi
Formation of ATP
ATP is made when another molecule called adenosine diphosphate (_______________) is bonded to a third
inorganic phosphate (Pi) using the energy released from glucose.
Summary
ATP
energy
(out)
cellular
respiration
cell
activities
ATP production – summary
How many ATP molecules are made from 1 molecule of glucose? _________
_________________________________________________________________________________________________
Carbohydrates as Fuel: Swimming the English Channel
1. What does Paul try to gain before attempting the English channel? Is this muscle or fat?
2. How many pounds has he gained? Is it muscle or fat?
3. Why would ancient man look more like Paul than maybe a muscular person?
4. In respiration, what does the body take in to get energy?
5. During a physical activity what does our body use first, second, or third?
1.
2.
3.
6. How many calories does Paul store?
7. What is the cardiac output for normal people?
What is the cardiac output for trained people?
8. Could our bodies do what Paul’s body did? Please explain.
Obj 1. C. Trace the path of energy from the sun to mechanical energy in an organism (e.g., sunlight - light energy
to plants by photosynthesis to sugars - stored chemical energy to respiration in muscle cell - usable chemical
energy to muscle contraction- mechanical energy).
Presentation: Group Names:_________________________________________________________________
Assignment: You are to teach the energy flow from the sun (solar energy) to the energy we exert/give off
(mechanical energy). You are to work in your groups, however, if your group decides collectively to break off
into smaller groups or individuals that is fine; the smaller the groups the more work there is to do. To teach this
information to your peers, you can use any of the following methods:
-
Make a poster
-Perform a skit
- Teach through a game
Teach on a transparency
-Make a cartoon sketch
- Your own idea with approval
Teach through Song or Music -Teach through Powerpoint (your own time)
Rubric:
1. Three energy transformations are drawn …………………………………………………..…………4
Solar Energy to Chemical energy to Mechanical Energy
2. Correct labels and arrows show what types of energy are transformed and the direction energy is
flowing……………………….………………………………………………………………………………..4
3. The following terms are used correctly used………………………………………………………….4
Solar energy
chemical energy
mechanical energy
Sun
photosynthesis
CO2 = carbon dioxide
Water = H2O
O2 = oxygen
C6H12O6 = glucose = food
38 ATP
38 ADP = Pi
Respiration
4. The drawings and descriptions are recognizable and clear…………………………….…………..4
Materials Needed:
Responsibility of Group Member:
Objective 2 Generalize the dependent relationships between organisms.
B. Use models to trace the flow of energy in food chains and food webs.
Title: Who’s Who in a Food Chain?
A _______________ ______________________ tells us what is eaten by what in an ecosystem
What is an ecosystem?
 An _______________________ is all the animals and the plants in a habitat, together with their
environment.
 An ecosystem provides everything that the _________________ and ________________ that live there
_______________
 A ___________ ______________is an ecosystem, and so is a ______________ or a _____________
What does this food chain show?
 The ___________is eaten by the
_______________
 The ____________ is eaten by the
___________________________
 The ___________ is eaten by the____________________.
Producers
• ALL ______________ ________________ NEED ________________ FROM________________.
•
_____________ ______________are the _______________living things that can make their_________
•
They are called____________________.
•
A food chain ___________________begins with a producer.
Consumers
Animals are __________________________because they eat plants or other animals to get their energy.
The _____________ ___________________in a food chain is an ________________________________ (an
animal that eats only plants).
The ___________________ ______________________ is a ____________________________________
(an animal that eats only other animals).
A ___________________ may be eaten by a _________________ ___________________ called a _______/
______________________ _______________________.
A food chain sometimes includes a consumer that is an __________________________ (an animal that eats
both plants and animals).
Label the following animals:
Decomposers
____________________________ are consumers that break down _________________ ______________
and_________________________.
They _____________ ________________ stored in dead plants and animals to the soil, water, and air.
Then green plants use the materials to make food.
This is a beach food chain
Can you describe what is happening?
Can you show a different food chain?
What did each food chain begin with?____________________________________________________
And where did this green plant gets it’s energy from?______________________
Food Web:
_______________________________________________________________________
Energy flow
Each animal in the food chain _________ ____________animal or a plant in order to gain ____________
 The energy flow in the ecosystem keeps all of the animals alive.
At each level only ________% of the original energy is transferred to the consumer.
Where did the other 90% of energy go?
What people do
• Sometimes, humans cause problems for the plants and
animals in an ecosystem.
• Oil spills pollute the sea and beaches.
• Forests are cut down to make way for roads, and so that
land is available for cattle to graze.
What affect does this have on a food chain?
A food chain shows________________________________
Most food chains start with______________________________
Plants are___________________________
Animals are __________________________
Animals that hunt and eat others are called______________________________________
Animals that are caught and eaten are called________________________________________
______________________________________________________________________________
Drawing You in a Food Web Rubric:
1. -Paper is dived into 5 trophic levels:…………………………………..………….5 pts.
-Decomposers -Producers
-Primary/1st Consumers
-Secondary/2nd Consumers-Tertiary/3rd Consumers
2. -Animals and plants are labeled in their correct trophic level, with arrows showing the flow of energy:
-You need a total of 8 things that are consumed by you.
-You need 1 other secondary consumer and 3 things they eat,
-You need 1 other tertiary consumer and 3 things they eat,
3. -In all you must have 10 different things in a specific trophic level..... 10 pts
4. -Each extra species beyond 10 is +1 up to 5 pts extra credit.
5. -A key in the top corner, color coordinated for the following:
-Species that are:………………………………………………………………....4 pts.
-producers
-herbivores
-omnivores
-carnivores.
6. -Energy arrows that show:…………………………………………………….5 pts
-Sun energy to producers -1st consumers -2nd consumers -3rd consumers -decomposers
7. -Arrows are straight, labels are clear, 5 pictures minimum drawn……. 6pts
Total Points Possible:………………………………………………………………..30 pts
________________________________________________________________________________________
Obj 2 A. Categorize the relationships between organisms (i.e., producer/consumer/decomposer, predator/prey,
mutualism/parasitism) and provide examples of each.
Title: Best Buddies
Introduction: In nature, plants and animals develop complex relationships. Some are relationships you may
know of are producer/consumer/decomposer or predator/ prey. You may be less familiar with mutualism,
commensalisms or parasitism. These relationships are sometimes amazing to see because they remind us of
human types of behavior. In this activity you will investigate the plant and animal world as well as the human
side of interactive relationships.
Procedures:
1. Turn to a partner and describe what you think it means to be a “buddy” to someone else.
2. Define the following terms that are used to define “buddies” in an ecosystem:
Producer
Consumer
Decomposer
Predator
Prey
Predation:
Mutualism
Parasitism
Commensalism
Picture
#
1
2
3
4
5
6
7
8
9
10
11
12
Organism and it’s Role
Organism and it’s Role
Relationship: (produccer/consumer,
producer/decomposer, predation,
mutualism, parasitism, commensalism)
Obj 2 D. Research multiple ways that different scientists have investigated the same ecosystem.
How Different Scientists Research the Same Ecosystem
1. What is an ecosystem?
2. What are the different parts of an ecosystem?
3. Fill out the chart below using the readings.
Types of Scientists
What do these Scientists do?
Chemist
Biochemist
Biologist
Botanist
Zoologist
Mammalogist
Entomologist
Ornithologist
Herpetologist
Ichthyologist
Anthrozoologist
Geologist
Mineralogist
How can other scientists use the
research of this scientist in
studying an ecosystem?
Seismologist
Volcanologist
Ecologist
Hydrologist
Meteorlogist
Taxonomy
4. Why is important to have so many different scientist studying an ecosystem?
5. How do these scientists help each other?
6. If you could be any scientists what type of scientist would you be and why?
Ecosystem Study Readings
As a class we will be researching the ecosystem of ________________________. Just as different
scientists study the same ecosystem according to their specialized field, your group will be given a
specialized field to research. You will need to become an expert on the topic given to you and be able
to share this information with your classmates. As a class we will put together a bulletin board
displaying the information that each group gathers. Your group will be responsible for coming up with
how you want to display your information on the bulletin board.
Objective 3 Analyze human influence on the capacity of an environment to sustain living things.
a. Describe specific examples of how humans have changed the capacity of an environment to support specific life
forms (e.g., people create wetlands and nesting boxes that increase the number and range of wood ducks, acid
rain damages amphibian eggs and reduces population of frogs, clear cutting forests affects squirrel populations,
suburban sprawl reduces mule deer winter range thus decreasing numbers of deer).
b. Distinguish between inference and evidence in a newspaper or magazine article relating to the effect of humans
on the environment.
Proposition/Support Outline
Mass Extinction Underway, Majority of Biologists Say
Washington Post, Tuesday, April 21, 1998
By Joby Warrick -Staff Writer
A majority of the nation's biologists are convinced that a "mass extinction" of plants and animals is
underway that poses a major threat to humans in the next century, yet most Americans are only dimly aware of
the problem, a poll says.
The rapid disappearance of species was ranked as one of the planet's gravest environmental worries,
surpassing pollution, global warming and the thinning of the ozone layer, according to the survey of 400
scientists commissioned by New York's American Museum of Natural History.
The poll's release yesterday comes on the heels of a groundbreaking study of plant diversity that concluded
than at least one in eight known plant species is threatened with extinction. Although scientists are divided over
the specific numbers, many believe that the rate of loss is greater now than at any time in history.
"The speed at which species are being lost is much faster than any we've seen in the past -- including those
[extinctions] related to meteor collisions," said Daniel Simberloff, a University of Tennessee ecologist and
prominent expert in biological diversity who participated in the museum's survey. [Note: the last mass
extinction caused by a meteor collision was that of the dinosaurs, 65 million years ago.]
Most of his peers apparently agree. Nearly seven out of 10 of the biologists polled said they believed a
"mass extinction" was underway, and an equal number predicted that up to one-fifth of all living species could
disappear within 30 years. Nearly all attributed the losses to human activity, especially the destruction of plant
and animal habitats.
Among the dissenters, some argue that there is not yet enough data to support the view that a mass
extinction is occurring. Many of the estimates of species loss are extrapolations based on the global destruction
of rain forests and other rich habitats.
Among non-scientists, meanwhile, the subject appears to have made relatively little impression. Sixty
percent of the laymen polled professed little or no familiarity with the concept of biological diversity, and
barely half ranked species loss as a "major threat."
The scientists interviewed in the Louis Harris poll were members of the Washington-based American Institute
of Biological Sciences, a professional society of more than 5,000 scientists.
Article: Mass Extinction Underway, Majority of Biologists Say
Proposition in the article:
My position:
Reference used:
Facts
Inferences
Examples
Expert Authority
Logic and Reasoning
Article: _________________________________________________________
Proposition in the article:
My position:
Reference used:
Facts
Inferences
Examples
Expert Authority
Logic and Reasoning
Obj 3 D. Evaluate and present arguments for and against allowing a specific species of plant or animal to become
extinct, and relate the argument to the of flow energy in an ecosystem
Based on the articles that were presented, name a plant or species and what would happen if it became
extinct.
Is there any living organism that could disappear without it affecting the food web?
Obj 3 C. Infer the potential effects of humans on a specific food web.
“There’s a Hair in My Dirt!”
As we read the book, make sure that you write down a list of things that humans (or harriet) has done
that has an affect on the environment. Write this list in your notebook and be sure to include as many ways as
possible.
Conclusion: What is the main point of “There’s a Hair in my Dirt!”
Pick one example from the story and draw a food web. Show how in that food web human interference would
affect it.