Download 4 Ecosystems Packet

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5. What effect do carbon dioxide, methane, and a few other atmospheric gases have on
Earth’s temperature? They trap heat energy and maintain Earth’s temperature range.
6. What is the greenhouse effect? It is the retention of heat by the layer of greenhouse gases.
(pages 87–89)
This section explains how the greenhouse effect maintains the biosphere’s
temperature range. It also describes Earth’s three main climate zones.
What Is Climate?
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Chapter 4 Ecosystems and Communities
Section 4–1 The Role of Climate
8/7/03
The Effect of Latitude on Climate
(page 87)
(page 88)
7. Why does solar radiation strike different parts of Earth’s surface at an angle that varies
1. How is weather different from climate? Weather is the day-to-day condition of Earth’s
throughout the year? Earth is a sphere that is tilted on its axis.
atmosphere at a particular time and place, whereas climate is the average, year-to-year conditions
of temperature and precipitation in a particular region.
8. Circle the letter of where the sun is almost directly overhead at noon all year.
a. the North Pole b. China c. the equator d. the South Pole
9. Why does Earth have different climate zones? It has different climate zones as a result of
2. What factors cause climate? Factors include the trapping of heat by the atmosphere, the
differences in latitude and thus the angle of heating.
transport of heat by winds and ocean currents, and the amount of precipitation that results. The
shape and elevation of landmasses also contribute to global climate patterns.
10. Complete the table about Earth’s three main climate zones.
MAIN CLIMATE ZONES
The Greenhouse Effect
(page 87)
3. Circle the letter of the world’s insulating blanket.
a. oxygen
b. the atmosphere
c. the oceans
Climate Zone
Location
Climate Characteristics
Polar zones
Areas around North
and South poles
Cold areas
Temperate zones
Between the polar
zones and the tropics
Ranges from hot to cold, depending on the season
Tropical zones
Near the equator
Almost always warm
d. solar energy
4. Complete the illustration of the greenhouse effect by showing in arrows and words
what happens to the sunlight that hits Earth’s surface.
Heat Transport in the Biosphere
Greenhouse
gases trap
some heat
Atmosphere
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Some heat
escapes
into space
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Sunlight
(page 89)
11. What force drives winds and ocean currents? The unequal heating of Earth’s surface drives
winds and ocean currents.
12. The process in which water rises toward the surface in warmer regions is called
upwelling
.
13. Circle the letter of each sentence that is true about ocean currents.
a. Patterns of heating and cooling results in ocean currents.
b. Ocean currents transport heat within the biosphere.
c. Surface water moved by winds results in ocean currents.
d. Ocean currents have no effect on the climate of landmasses.
Earth’s surface
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9. What is the competitive exclusion principle? No two species can occupy the same niche in
the same habitat at the same time.
10. What is predation? It is an interaction in which an organism captures and feeds on another
organism.
11. When predation occurs, what is the organism called that does the killing and eating,
and what is the food organism called? The one that kills and eats is called the predator, and
the food organism is called the prey.
12. What is symbiosis? It is any relationship in which two species live closely together.
13. Complete the table about main classes of symbiotic relationships.
Ecological Succession
The first panel below shows an area covered with rock and ash
from a volcanic eruption. When organisms begin to colonize an
area such as this, they appear in a predictable order. This is called
ecological succession. The first species to colonize this area are
called pioneer species.
The panels following the first panel show different stages of succession.
Number these panels in the order that they occur.
MAIN CLASSES OF SYMBIOTIC RELATIONSHIPS
Class
Description of Relationship
Mutualism
Both species benefit from the relationship.
Commensalism
One member of the association benefits, and the other is neither helped nor harmed.
Parasitism
One organism lives on or inside another organism and harms it.
14. The organism from which a parasite obtains nutritional needs is called a(an)
host
.
15. Circle the letter of each sentence that is true of parasites.
a. They generally weaken but do not kill their host.
b. They obtain all or part of their nutritional needs from the host.
c. They neither help nor harm the host.
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d. They are usually smaller than the host.
1
Ecological Succession
(pages 94–97)
16. What is ecological succession? It is the series of predictable changes that occurs in a
community over time.
17. What is primary succession? It is succession that occurs on surfaces where no soil exists.
18. The first species to populate an area when primary succession begins are called
pioneer species
.
19. When a disturbance changes a community without removing the soil, what follows?
Secondary succession follows.
20. An area that was once referred to as a climax community may appear to be permanent,
but what might cause it to undergo change? Long-term climate change and introduction of
nonnative species can profoundly affect such a community.
Use the illustrations to answer the questions. Circle the correct answer.
1. Look at the panels you have numbered 2–4. At what stage would
you expect to see large mammals moving back to the area?
panel 2
panel 4
2. What type of succession is shown in the illustrations above?
primary succession
secondary succession
3. Suppose a fire disturbed the community shown in the panel you
numbered 4. What type of succession will likely follow this fire?
primary succession
secondary succession
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38
Succession
1. Refer to Model 1.
a. On what type of land does primary succession first begin to occur?
How do ecosystems develop over time?
Why?
b. Does there appear to be any life on the land when primary succession begins?
On May 18, 1980, Mount St. Helens in the state of Washington erupted with the force of a hydrogen
bomb. The volcano had been dormant for over 120 years, but now 57 people were dead and forests and
lakes were totally destroyed, including nearby Spirit Lake, which became a mud hole. The blast leveled
trees in areas over 10 miles from the crater and ash deposits suffocated life on the mountain. However,
within weeks, mammals that had taken shelter underground started to reappear in the area, and now, over
thirty years later, many areas of the mountain are colonized with a large variety of plant and animal life.
How does an area move from a sterile, barren wilderness to one full of life?
c. Why would most plants such as shrubs and trees find it difficult to grow here?
2. Refer to diagram B in Model 1.
a. What are the first organisms (colonizers) on this land?
Model 1 – Primary Succession
b. Suggest the mechanisms by which the first colonizers arrived on the land.
A
B
C
Read This!
The first colonizers are referred to as the pioneer community. These can include lichens, mosses, ferns,
and bacteria—all organisms with low nutrient requirements. As they colonize, they break the weathered
rock surface, which helps to create the first thin layer of soil. Without soil other plant life cannot be
sustained and without plants no animal life can exist.
3. Refer to Model 1.
Barren rock from
beneath a retreating
glacier, or due to a
volcanic eruption.
Low-growing plants such
as mosses, ferns, and
lichens begin to colonize.
D
a. Which diagram illustrates a pioneer community?
Fast-growing grasses, flowering plants, and small
shrubs begin to take root. A
thin layer of soil develops.
b. What are some of the features of the pioneer community?
4. Notice the colonizers in diagrams C and D are taller and require more nutrients than those in the
pioneer community. Considering what you already know about plants and photosynthesis, why
might it be a competitive advantage for a plant to be taller?
E
5. What happens to the pioneer organisms once the new colonizers become established?
Fast-growing trees such
as birch and mountain
ash form a low forest and
shade out lower plants.
Succession
100–200 years since
colonization began, large,
slow-growing trees, such as
an oak, become established.
1
2
POGIL™ Activities for High School Biology
Read This!
Model 2 – Secondary Succession
As the newer colonizers begin to take over, animals will also begin to appear so they can feed on the more
diverse food source. The pioneer plants die and decompose and the animals leave behind manure. Both
add to the thin soil layer.
A
B
C
6. What effect will the addition of animal waste and decayed plant matter have on the soil and
land?
7. How will grazing animals help plants to become established?
Established climax
community.
Forest fire.
Plants have been destroyed
and animals have fled the
burned out area. A layer
of ash is over the soil.
D
E
F
After 3–5 years grasses
and low-growing shrubs
have colonized the land.
After 20 years small trees
form young woodland.
50–100 years after the
setback event, mature
oak woodland is restored.
8. How will the grazing animals prevent or control further colonization by other plants?
9. Using the diagrams in Model 1 as a guide to develop a definition with your group for the term
primary succession, as it relates to the colonizing of barren land.
Read This!
As soil quality and quantity improves, the life forms present in the area undergo a series of changes, each
referred to as a seral stage. Eventually a stable climax community is formed.
10. Label the pictures in Model 1 as pioneer community, seral stages, and climax community.
11. Most climax communities are mature forests. What features of mature forest species, such as oak
trees, make them able to dominate and compete in the ecosystem?
13. Refer to the diagrams in Model 2.
a. What stage of development does diagram A represent?
b. What appears to have happened in diagram B?
12. What environmental factors may affect the type of climax community that develops in an
ecosystem?
c. What could be two causes of this event?
d. What process will begin again after this event has occurred?
14. Can the ecosystem totally recover from this set-back? What evidence is given in Model 2?
Succession
3
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POGIL™ Activities for High School Biology