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Carbon Cycle Carbon Cycle Carbon Cycle Fill in the blanks – Read Pages 62-64 in the textbook and refer to the two different previous diagrams Coal Oil Natural Gas burning of fossil fuels volcanoes Photosynthesis Respiration ocean sugar Greenhouse decayed 1. Plants use CO2 in the process of ___________________ to make ___________ and oxygen. 2. Animals use oxygen in the process of _______________ and make more CO 2. 3. The ____________ is the main regulator of CO2 in the atmosphere because CO2 dissolves easily in it. 4. In the past, huge deposits of carbon were stored as dead plants and animals __________. 5. Today these deposits are burned as fossil fuels, which include _____________, _______________, and ______________. 6. More CO2 is released in the atmosphere today than in the past because of ____________________________ . 7. Another natural source for CO2 is __________________. 8. Too much CO2 in the atmosphere may be responsible for the _______________ effect. Nitrogen Cycle Fill in the blanks using the diagram above and pages 66-67 Atmosphere 78% ammonia Nitrate nitrogen-fixing plants proteins animals denitrificating waste plants 1. Our atmosphere is ______ nitrogen gas. 2. Animals and plants cannot directly use all the nitrogen found in our ________________. 3. Only special bacteria can directly use nitrogen in our atmosphere and “fix” it so other organisms can benefit. These bacteria are called ____________-_________ bacteria. 4. Higher organisms use nitrogen to make their _____________. 5. Animal waste decay by the action of bacteria which create _____________and __________ products rich in nitrogen, and useful for plants to use again. 6. ______________ bacteria in the soil can break down the ammonia into the gaseous form of nitrogen, which is not available for use by plants or animals. 7. In another part of the cycle, animals eat ____________ containing nitrogen, which is again returned to the soil by animal _____________ or decaying ____________ and ___________. Biology Worksheet Examining the Stages in Ecological Succession Name: ______________________ Succession, a series of environmental changes, occurs in all ecosystems. The stages that any ecosystem passes through are predictable. In this activity, you will place the stages of succession of two ecosystems into sequence. You will also describe changes in an ecosystem and make predictions about changes that will take place from one stage of succession to another. The evolution of a body of water from a lake to a marsh can last for thousands of years. The process cannot be observed directly. Instead, a method can be used to find the links of stages and then to put them together to develop a complete story. The water level of Lake Michigan was once 18 meters higher than it is today. As the water level fell, land was exposed. Many small lakes or ponds were left behind where there were depressions in the land. Below are illustrations and descriptions of four ponds as they exist today. Use the illustrations and descriptions to answer the questions about the ponds. Pond A: Cattails, bulrushes, and water lilies grow in the pond. These plants have their roots in the bottom of the pond, but they can reach above the surface of the water. This pond is an ideal habitat for the animals that must climb to the surface for oxygen. Aquatic insect larvae are abundant. They serve as food for larger insects, which in turn are food for crayfish, frogs, salamanders, and turtles. Pond B: Plankton growth is rich enough to support animals that entered when the pond was connected to the lake. Fish make nests on the sandy bottom. Mussels crawl over the bottom. Pond C: Decayed bodies of plants and animals form a layer of humus over the bottom of the pond. Chara, a branching green algae, covers the humus. Fish that build nests on the bare bottom have been replaced by those that lay their eggs on the Chara. Pond D: The pond is so filled with vegetation that there are no longer any large areas of open water. Instead, the pond is filled with grasses. The water dries up during the summer months. Questions 1. Write the letters of the ponds in order from the youngest, to the oldest. 2. Black bass and bluegill make their nests on sandy bottoms. In which pond would you find them? 3. What will happen to the black bass and blue gill as the floor of the ponds fills with organic debris? 4. Golden shiner and mud minnows lay their eggs on Chara. In which pond would you find them? 5. Some amphibians and crayfish can withstand periods of dryness by burying themselves in mud. In which pond(s) would they survive? 6. Dragonfly nymphs spend their early stages clinging to submerged plants. Then, they climb to the surface, shed their skins and fly away as dragonflies. Which pond is best suited for dragonflies? 7. In which pond will gill breathing snails be replaced by lung breathing snails that climb to the surface to breathe? 8. Some mussels require a sandy bottom in order to maintain an upright position. In which pond will they die out. The climax community in the area of Michigan is a beech-maple forest. After the ponds are filled in, the area will undergo another series of stages of succession. This is illustrated below. Briefly explain what is happening in the diagram. 1.____________________________________________________________________________ 2.___________________________________________________________________________ 3.____________________________________________________________________________ 4.____________________________________________________________________________ 5.____________________________________________________________________________ Bioaccumulation Goal: Demonstrate the effect of bioaccumulation in an ecosystem Materials: Oil, water, a beaker, a graduated cylinder Discussion : Bioaccumulation is the accumulation of large amounts of a toxin within the tissues of a consumer at each successive trophic level. The toxins usually accumulate in the fatty tissue of an organism and are passed to the next organism when it is consumed. Procedure: 1. Measure 490ml of water using a graduated cylinder and pour it into a 500ml beaker. This represents trophic level 1 - the plants - in a food chain. 2. Measure 10ml of oil in a graduated cylinder. The oil represents a pesticide on the plants in the first trophic level. 3. Put the 10 ml of oil into the beaker that contains the 490ml of water. 4. Allow the drops of oil to accumulate on the surface of the water. 5. Calculate the percentage of oil and water present in the beaker for trophic level number 1. 6. Pour 100ml of the water and oil from the original beaker into a clean graduated cylinder and allow the oil to accumulate. This transfer represents trophic level number 2. 7. Calculate the percentage of each liquid present for trophic level 2 (you should be able to identify the amount of each liquid using the measurements on the graduated cylinder). 8. Pour 10ml of water and oil from the graduated cylinder into a second, clean graduated cylinder and allow the oil to accumulate. This represents trophic level 3. 9. Calculate the percentage of each liquid present for trophic level number 3. Results Trophic Level 1 2 3 Size of Volume Volume Beaker/Graduated of Water of Oil Cylinder 500ml 490 10 100ml 10ml Volume Total %Oil/Water 500ml 100ml 10ml Discussion and Conclusion 1. 2. 3. 4. Write 2 or 3 sentences that explain the results of the lab. Design an energy pyramid that contains algae, plankton and fish. What is the relation between energy and bioaccumulation. Describe what you think the environmental impact is when pesticides are used.