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Ecosystem test review Know the definition of the following words and be able to give examples of each. (multiple choice) Individual one single organism Population all the individuals of one kind in a specific area at one time Community all the interacting populations In a specific area Ecosystem a system of interacting organisms and non-living factors in a specific area Abiotic non-living Biome a biome is a large geographical area of distinctive plant and animal groups, which are adapted to that particular environment. Producer an organism that is able to produce its own food through photosynthesis Consumer (1st level, 2nd level, etc,) an organism that eats other organisms Decomposed an organism that consumes parts of dead organisms and transfers all the biomass into simple chemicals Detritivore an organism that eats detritus, breaking the organic materials into smaller parts that a decomposer could use for food Food chain a sequence of organisms that eat one another in an ecosystem. Food web all the feeding relationships in an ecosystem. Energy the ability to do work Matter the solid stuff (chemicals) that make up all things What are the two most important factors in determining the type of biome that exists in an area? temperature and moisture Given a food web: • Identify one food chain that is part of the food web. • Predict how animal populations will change if one organism in the food web is removed. •Identify the feeding level (trophic level) of any organism in the food web. Use the food web at right to answer the following questions. 1. Circle a food chain that shows the owl as a third level consumer. See red arrows. 2. Imagine that insecticide is sprayed and all the grasshoppers die, what would happen to the population of . . . - Mice population decreases Frogs population goes extinct Squirrels no change in population size Rabbits no change in population size Fox population decreases a small amount Snakes population decreases Owls population decreases a lot Read the following and create a food web to represent it. Label the feeding levels and add a decomposer. • I saw a centipede eating a grasshopper. • My mom said she saw some snails crawling on her lettuce plants. • Earthworms are often seen where my mommy throws out the vegetable scraps. • Grasshopper are commonly seen in the grass. • I was a robin pecking at the ground; it flew off with an earthworm in its beak. • I picked up a snail shell and a centipede climbed out. • The robin was also pecking at the berries in the strawberry patch. • The neighbor's cat ran off with a robin in its mouth. • The robin was also pecking at and eating a centipede. 4th level consumer Cat 3rd level consumer 2nd level consumer Decomposer Centipede Grasshopper 1st level consumer Robin Snail Earthworm Producers grass strawberry vegetable scraps lettuce Explain how an owl pellet is formed. An owl pellet is formed whenever an owl eats. Instead of separating the bones and fur before eating, an owl eats it's prey whole. The prey goes into a special stomach and gets digested. After digesting the edible parts what remains are the indigestible fur, bones and teeth. These get compressed into a tight pellet and vomited out of the owl's body. Given a photo and a word bank, identify the following bones found in the owl pellet dissection: 1. Femur 2. Hip (pelvis) Use the online flash cards I've made for you. 3. Humerus They can be found the web site called 4. Lower jaw Flashcard Machine. 5. Radius/Ulna 6. Ribs Login: phanson 7. Shoulder blade (scapula) Password: amsscience 8. Skull 9. Tibia/Fibula Use the deck called peter's owl pellet quiz 10. Vertebrae review Given the following data, find the percentage each prey species makes in the owl's diet. Then make a graph to represent the prey species and percent of the owl's diet they make up. Prey Species Vole Mouse Rat Bird Shrew Number found 118 46 21 5 3 Percent diet 61 24 11 3 2 100 Percent Diet vs Prey Species 90 80 Percent of diet 70 60 50 40 30 20 10 Vole Mouse Rat Prey Species Bird Shrew Given the following food chain: Grass beetle larvae shrew owl Create an energy pyramid. 3rd level consumer Owl 1 2nd level consumer 1st level consumer Shrew 10 Beetle larvae 100 Producer Grass 1000 Add the following to your pyramid. 1. Label each trophic level of the pyramid. 2. Put in 10 pounds at the 2nd consumer level, then add the appropriate biomass at each of the other levels. 3. Explain why the amount of biomass is different at each trophic level, and greatest at the producer level. As one goes up the energy pyramid, the amount of biomass goes down by a factor of 10. This is because only 10% of the energy on any particular level is available to the level above it. The producer level must have the most biomass because it's energy (biomass) is what supports all trophic levels above it.. 4. Explain why it is impossible for the pyramid to be reshaped as a rectangle or cone. Neither of these two shapes would produce sustainable ecosystems because there are not enough producers to provide energy (food) for the 1st and 2nd level consumers that eat them.