Download Ecosystem test review - Northside Middle School

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.