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Module 4: Earth’s Diversity Guided Notes Lesson 4.00 Earth’s Diversity Checklist This lesson shows the checklist for your module and reminds you to take the pretest. The pretest will assess what you know already and could possibly even excuse you from some of your work. Please complete the pretest in the “my path” area and use your own words and knowledge during the test. Lesson 4.01 Ecology Need to know terms: Ecology Ecologists Environment the scientific study of the interactions of living things with each other and their environment. investigate patterns of interaction between organisms and their environment at the levels of individuals, populations, communities, and ecosystems the sum of conditions affecting an organism, including all living and nonliving things in an area, such as plants, animals, water, soil, weather, landforms, and air After completing this lesson, you will be able to: 1. 2. 3. 4. 5. Summarize the levels of organization studied in ecology Compare biotic and abiotic factors Describe the role of producers, consumers, and decomposers in ecosystems Explain how food chains and trophic levels are related. Analyze feeding relationships in a food web Need to know terms: Climate Precipitation Latitude Altitude Species Organism the average temperature, sunlight, wind, and precipitation in an area over an extended length of time a form of water, such as rain, snow, or sleet that condenses from the atmosphere, becomes too heavy to remain suspended, and falls to the Earth's surface A measure of relative position north or south on the Earth's surface, measured in degrees from the equator, which has a latitude of 0°, with the poles having a latitude of 90° north and south. distance above sea level a group of like organisms that can successfully reproduce with one another an individual form of life of one or more cells that maintains various vital processes necessary for life Objective 1: The levels of organization in ecology (list from largest to smallest and define each level) 1. 2. 3. 4. 5. 6. Objective 2: Compare biotic and abiotic factors Biotic factors are ____________ within an environment. List examples from lesson and interactive: Abiotic factors are _______________ in an environment. List examples from lesson and interactive: Objective 3: Describe the role of producers, consumers, and decomposers in ecosystems Need to know terms: Scavengers What are producers? What is an autotroph? How do producers help ecosystems? List and describe two types of producers. 1. 2. What are consumers? What is a Heterotroph? animals that eat from the carcasses of dead animals What are the four main types of heterotrophs? (Define each) 1. 2. 3. 4. How do consumers help ecosystems? List an example of each type of consumer below: 1. Primary 2. Secondary 3. Tertiary What are decomposers? How do decomposers help ecosystems? List and describe two types of decomposers. 1. 2. Need to know terms: Metabolism Predator Prey Migration Photosynthesis- biochemical activity of a living organism carnivores that hunt , kill, and eat other animals an animal caught, killed , and eaten by another animal the process of moving from one location to another A chemical process by which plants use light energy to convert carbon dioxide and water into carbohydrates (sugars Objective 4: Explain how food chains and trophic levels are related A ____________ displays the transfer of energy and matter from one species to another in a linear path. List an example of a food chain below. Start with the sun and include four organisms. The term ___________ relates to the nutrition an energy source provides. There are three main trophic levels: 1. 2. 3. And a specialized group called the ___________________ Objective 5: Analyze feeding relationships in a food web What is an energy pyramid? Remember: In food chains, only ___________of the energy from one trophic level transfers to the next. For example, grass gains ______ percent of its energy from the sun, but it uses most of it for the processes it requires for life. When a rabbit eats the grass, it only gets _____ percent of the original energy from the sun. When a wolf eats the rabbit, it only gets ______percent again, which is only _____ percent of the original energy from the sun. The total energy ___________ as it moves up trophic levels. What is a Food web? Remember: To read a food web, one follows the arrows from a starting organism, usually a producer, to the animal that ____________, and so on, until the highest-level consumer. Hint: It is important to practice reading the food web. Use the interactive to practice before moving on. Lesson 4.02 The Biosphere After completing this lesson, you will be able to: 1. 2. 3. 4. Identify factors that determine Earth's climates Explain how climate and seasonal variations affect Earth’s varying biomes Describe biotic and abiotic features of Earth's six major biomes Describe the habitats of coastal, freshwater and estuaries ecosystems. Need to know terms: Equator An imaginary circle drawn around the earth that divides it into northern and southern hemispheres. The equator denotes the parallel of latitude 0° Tropics The area that lies between 23.5 degrees latitude north of the equator and 23.5 degrees latitude south of the equator. It is an area of constant heat and high temperatures Temperate The area that lies between 23.5 degrees and 60 degrees latitude, both north and south. The sun is not directly overhead in these zones therefore the climate is mild Convection Heat transfer in a gas or liquid by the circulation of currents from one region to another. . Axis An imaginary line that runs through the center of the earth extending past the north and south poles. Polar Circles zones above 60 degrees north latitude and below 60 degrees south latitude. These areas receive small amounts of sunlight Coriolis force the deflection of objects moving across the earth’s surface caused by earth’s rotation moisture in air Humidity Leeward side is the side of a mountain not exposed to wind and weather Objective 1: Identify factors that determine Earth’s climate (Describe how each factor and how it affects climate) 1. 2. 3. 4. 5. Need to know terms: Topography – the features on the surface of an area of land Geography- the physical features of a place or region Poles Biome Biodiversity Salinity – Solubility- Either of the points at which the Earth's axis of rotation intersects the Earth's surface; the North Pole or South Pole. an area on our earth that shares the same climate and species of animals and plants. the existence of a wide variety of plant and animal species in a particular environment. containing salt The ability or tendency of one substance to dissolve in another at a given temperature and pressure Objective 2: Explain how climate and seasonal variations affect Earth’s varying biomes From page 2: Abiotic factors such as _______, ________, and ________ influence the variation and distribution of species within each biome. Biomes near ___________ with warmer temperatures and more moisture tend to have a _______ diversity of species than those biomes closer to the north and south poles. From page 3: ___________, ________, and salinity all influence the amount of dissolved oxygen in an aquatic habitat. Increased __________ leads to warmer waters, but water that is too warm has _____ dissolved oxygen. Cooler water allows for ______dissolved oxygen—a habitat perfect for aquatic life—but ________ the temperature too much and ice forms. Icing a body of water, an ocean specifically, _________ the salinity of the water. Water with _____ salinity has _____ dissolved oxygen and a _____ suitable environment for life. Need to know terms: ecoregion AridEpiphytesLeech Erode Conifers a term used by the world wildlife federation to describe important ecosystems for conservation an area with annual rainfall less than 25 centimeters. plants that grow on other plants to deplete the supply of something to wear away outer layers of rock or soil any tree that has thin leaves or needles and Succulents Hibernators produces cones a plant with thick fleshy leaves and stems that can store water to be in a dormant state resembling sleep over the winter while living off reserves of body fat, with a decrease in body temperature and pulse rate and slower metabolism Objective 3: Describe biotic and abiotic features of Earth's six major biomes From page 2, describe the features (both biotic and abiotic) of the terrestrial biomes below: 1. Tundra a. Arctic b. Alpine 2. Desert 3. Temperate forests a. Boreal (Taiga) b. Deciduous 4. Rain Forests 5. Grasslands Need to know terms: Stratification Microphytes lentic ecosystems the process of layering something a plant observable only under a microscope, especially one that is parasitic the scientific study of the properties, distribution, use, and circulation of the water on Earth and in the atmosphere in all of its form the wide lower course of a river where the tide flows in, causing fresh and salt water to mix Concentration of matter of an object; number of individuals in the same species that live in a given area; the mass per unit volume The entire sequence of events in an organism’s growth, development, and reproduction to bring a supply of water to a dry area, especially in order to help crops to grow composed of standing or still water Run-off- wastewater that flows into fresh water systems Tributary - a stream that flows to a larger stream or other body of water wetland that made of acidic water. It often attracts mosses or lichens not moving Hydrology Estuary Density Life cycle Irrigation Bogs Static – Objective 4: Describe the habitats of coastal, freshwater and estuaries ecosystems. From page 3, describe the features (both biotic and abiotic) of the aquatic biomes below (be sure to include descriptions of their habitat: 1. Freshwater 2. Coastal 3. Estuary Lesson 4.03 Ecosystems After completing this lesson, you will be able to: 1. 2. 3. 4. Describe four factors that affect population size Identify factors that limit population growth. Explain the difference between primary and secondary succession Differentiate between habitat and niche Need to know terms: Population dynamics Immigration Emigration Biological Surplus Climax Community Gestation Scarcity The study of change in population size and composition the movement of organisms into a new area the movement of organisms out of an area when there are more organisms in a population then the ecosystem can sustain A point in an ecosystem when all populations reach a point of little or no change the process of carrying offspring in the womb during pregnancy an insufficient supply of something Objective 1: Describe four factors that affect population size Explain how each factor below affects population size. (Include examples from the lesson) 1. Migration 2. Birth/Death 3. Habitat 4. Carrying Capacity a. Sigmoid phenomena b. Peak phenomena Need to know terms: Limiting Factors Matter Open System Niche Trophic position biotic and abiotic factors that control population growth anything that takes up space both matter and energy are exchanged freely between the ecosystem and the surroundings the part of the environment occupied by a particular species along with the resources it uses and produces an organism’s placement in a food chain Objective 2: Identify factors that limit population growth Abiotic Factors: _______________, ____________, and changes to ____________ move matter in and out of an environment. These variables, known as limiting factors, control population growth and determine the carrying capacity of the population. From page 3, list examples of abiotic factors that limit population growth Biotic factors: Biotic factors that foster or deter population growth deal predominately with the interactions between species. From page 4, list and describe the biotic factors and interactions that limit population growth. 1. Predation 2. Commensalism 3. Mutualism 4. Parasitism 5. Invasive species Objective 3: Explain the difference between primary and secondary succession From page 3, what are primary succession and secondary succession and how do they affect population growth? Are they abiotic or biotic factors? 1. Primary succession 2. Secondary succession Objective 4: Differentiate between habitat and niche From page 4, how is a niche different from a habitat? (The definition of both of these terms are in your notes.) Lesson 4.04 Impacts on our Ecosystems After completing this lesson, you will be able to: 1. 2. 3. 4. Describe the sources, types, and effects of varying pollutants. Assess the consequences of loss of biodiversity Summarize the effects of human population growth and catastrophic events on ecosystems. Explain the term sustainable development and describe some of its resources. Terms to know: Greenhouse gasesFossil fuels- exhausts- a gas that contributes to the warming of the Earth's atmosphere any carbon based fuel derived from the decomposed remains of prehistoric plants and animals steam or waste gases from an industrial process or vehicle Environmental Indicator- a measurement that gauges the state of the environment over a specific period. Objective 1: Describe the sources, types, and effects of varying pollutants What is the Greenhouse Effect? Describe the top five greenhouse gases, their sources, and the effect they have on the environment. 1. Water vapor 2. Methane 3. Carbon Dioxide 4. Nitrous Oxide 5. Ozone Terms to know: Endangered species Glacier receding Plant hardiness zones a species in danger of extinction due to the low numbers of its population the slow recession of glacier ice mass as it melts a geographically defined area in which a specific category of plant life is capable of growing Objective 2: Assess the consequences of loss of biodiversity We are not isolated from our environment but part of it. From_________, we obtain fish for food. From the ____________, we gain healthy crops. From the __________, we derive medicines like the rosy periwinkle, a flower used to fight leukemia. The loss of biodiversity from _______ ecosystem is our loss as well. For this reason, we should know how our actions and choices affect the environment. View and listen to the video on page 2 to learn about our climate, our environment, and the loss of worldwide biodiversity. List factors mentioned in the video that have caused a loss of biodiversity. Terms to know: Endemic Liquefaction Spawning Paddy Fields a species that is confined to a particular geographic region a disintegrating of a substance into a liquid form the depositing of eggs for fertilization by fish species a field covered with shallow water where rice is grown Coppice Woods Pesticides Fertilizers Detergents Petroleum products Sanitation Epicenter brown blood diseasemunicipalseptic tanks- an area of densely growing small trees a substance that kills pests and insects a nitrogen based substance added to soil to increase plant growth a cleaning substance products made of hydrocarbons the maintenance of public health by keeping water supplies and sewage systems clean the focal point of an earthquake a disease that causes fish to suffocate because their blood cannot take up oxygen as normal relating to a town, city, or region that has its own local government an underground tank that holds human waste matter and decomposing bacteria Objective 3: Summarize the effects of human population growth and catastrophic events on ecosystems What three catastrophic events occurred in Japan? How did each of these events cause destruction to ecosystems? (Be sure to include details from page 3 and 4 of the lesson) 1. 2. 3. What catastrophic event occurred in California? What did officials learn from the event? From page 5, describe three ways we affect our ecosystems. Be sure to include examples from the lesson in your descriptions. 1. Human expansion 2. Our choices 3. Our Activities Terms to know: Sustainability Greenbelt Erosion Sea walls Levees Global information platforms Deforestation maintaining ecological balance of natural resources an area of vegetation between the coast and a city or building that provides a natural barrier during hurricanes and tsunamis the wearing away of rock or soil a wall built to prevent flooding or coastal erosion by the sea an artificial embankment along a river, built to prevent flooding of the surrounding land a compilation of information on various topics that is organized and delivered to those who require valid research and data for decision-making to remove the trees from an area of land Objective 4: Explain the term sustainable development and describe some of its resources. ____________________refers to the practices, services, and guidelines we develop to protect the environment from our activities. The goal of _____________ ___is to restore to future generations those things we take from Earth now. A __________________ can be any action that reduces environmental pollution and protects Earth's biodiversity. Listen and view the video on page 6. List the examples of sustainable practices given in the video. Hint: Make sure to use the self –check on page 7. It includes scenarios similar to those on your assessment and module exam. Lesson 4.05 Recycling After completing this lesson, you will be able to: 1. Explain how carbon and water cycle through the environment 2. Relate the cycling of matter to the success of an ecosystem 3. Explain the importance of effective resource management. Need to know terms: Biogeochemical cycle The flow of chemical elements and compounds between living organisms and the physical environment. Chemicals absorbed or ingested by organisms are passed through the food chain and returned to the soil, air, and water by such Building block Essential element Commodity Hydrologic (or water) cycle Vapor pressure Atmospheric pressure Aquifer Water table Porosity- mechanisms as respiration, excretion, and decomposition an element or compound regarded as contributing to the growth of an organism or ecosystem any element of the periodic table that is necessary to life processes something valuable or useful The path water takes as it is being cycled through the environment, including condensation, evaporation, and precipitation the pressure exerted by a vapor on its liquid form the downward pressure exerted by the weight of the overlying atmosphere a layer of permeable rock, sand, or gravel through which ground water flows, containing enough water to supply wells and springs The surface of groundwater, below which pores in the rocks are filled with water the ratio of the space taken up by the pores in a soil, rock, or other material to its total volume. Permeability it is the rate that a liquid passes through rock and soil Zone of saturation an area of soil or rock below the level of the water table where all the voids are filled with water tiny pores in the leaf epidermis that release water and oxygen and take in carbon dioxide the point at which the greatest possible amount of a substance is dissolved in air or a solution at a given temperature Stomata Saturation point Objective 1: Explain how carbon and water cycle through the environment Describe the stages of the water cycle. 1. Evaporation: 2. Condensation 3. Transpiration: 4. Precipitation: 5. Groundwater: 6. Run-off: 7. Surface water: Need to know terms: Carbon Cycle: Decompose- the pathway through which carbon moves between living things and the nonliving environment to break down organic matter from a complex to a simpler form Photosynthesis- A chemical process by which plants use light energy to convert carbon dioxide and water into carbohydrates (sugars). Cellular Respiration- a process that uses oxygen from the air to harvest the chemical energy stored in organic molecules. the random movement of atoms, molecules, or ions from one medium to another Diffusion- Describe the stages of the carbon cycle. 1. Photosynthesis: 2. Plant and Animal Respiration: 3. Decaying organisms and waste products: 4. Fossil fuel Emissions: 5. Deforestation: 6. Diffusion: 7. Sedimentation Objective 2: Relate the cycling of matter to the success of an ecosystem Our planet recycles essential elements, such as water, carbon, nitrogen, and oxygen, using biogeochemical cycles. Why is carbon important to ecosystems? Why is water important to ecosystems? Objective 3: Explain the importance of effective resource management A ______________ is a natural resource that is replaceable through biogeochemical cycles or sustainable practices. A ___________________ is any action that reduces environmental pollution and protects Earth's biodiversity. Abiotic factors, like ___________, _____________, and ___________ are renewable resources. Biotic factors, like _____________ and _________________, are also renewable resources—if care is taken to protect them from the adverse consequences of human activities. List the pros and cons of each renewable energy source below. 1. Wind power 2. Solar power 3. Hydropower 4. Geothermal Energy 5. Biomass Energy A ____________________ is a natural resource that cannot be readily replaced. Currently, many of our energy sources are unsustainable. We are depleting our reserves of coal, oil, and natural gas faster than nature can restore them. List the pros and cons of each non-renewable energy source below. 1. Coal 2. Petroleum 3. Natural gas 4. Nuclear Power Lesson 4.05 Honors Recycling After completing this lesson, you will be able to: 1. Diagram and explain the nitrogen cycle 2. Trace the flow of energy through earth's biogeochemical cycles Terms to know: DNA: RNA: deoxyribonucleic acid, found in the nucleus of a cell, and essential for transmission of genetic information ribonucleic acid, found mostly in the cytoplasm of a cell, and responsible for transmitting genetic information from DNA to cytoplasm Amino Acids Energy an essential component of proteins is the ability to change or move matter Nitrates a compound composed of one nitrogen and three oxygens a compound composed of one nitrogen and two oxygens. Nitrites- anaerobic bacteria bacteria that do not live or grow in the presence of oxygen Objective 1: Diagram and explain the nitrogen cycle Nitrogen gas (N2) is found in large quantities in the atmosphere, yet most organisms can’t process it in its gaseous form. In the _______________, nitrogen gas moves through a series of reactions that convert it to _______________ which plants and animals can use. These reactions include (describe each): 1. nitrogen fixation (describe both forms) 2. nitrification 3. ammonification 4. denitrification 5. assimilation How does nitrogen make it to the land through diffusion? Terms to know: Chemical energy Mechanical energy Radiant energy (Electromagnetic Energy) Electrical Energy is the potential energy stored in the bonds of molecules and compounds kinetic energy due its movement from one position to another energy that travels in waves. It includes sunlight, xrays, microwaves, and radio waves kinetic energy produced from an electric charge flowing through a conductor Potential energy is the energy that an object has due to its position or composition. It is often thought of as stored energy because it is energy waiting to be used. Kinetic energy is energy that an object has while in motion Objective 2: Trace the flow of energy through biochemical processes Biogeochemical cycles move energy. This energy may change forms as it moves from one stage of a cycle to another, but it is never lost. This phenomenon describes the l____________________, which states that energy cannot be created or destroyed, only changed Hint: Be sure to note the energy flow from each interactive. Take notes on the steps you see below. 1. Water cycle 2. Carbon Cycle 3. Nitrogen Cycle Water Cycle Summary: In the ___________, energy is captured, stored, and released into ecosystems. ___________ from the sun enters our biosphere and converts to thermal energy in plants, land, and bodies of water. ____________ transfers with water vapor into the atmosphere through evaporation and transpiration. It ___________when water vapor cools and falls back to the ground through precipitation. The newly released ______________energy warms the biosphere, keeping temperatures conducive for life. Carbon Cycle Summary: Energy changes forms many times as it travels through the __________. The stored energy in __________________ converts to __________ in plants through the process of ____________. Plants, and the animals that consume them, use the process of _______________ to break down glucose to energy molecules called __________. These ___________ molecules provide _____________ energy required for movement and growth. ___________ energy releases as heat when animals exercise or when plants transpire. When plants and animals die and ____________,carbon returns to the soil. Through ________ and _____________, carbon becomes ______________, such as coal, oil, or gas. The __________ energy in fossil fuels provide ____________ and ___________ energy for human activities. A by-product of fossil fuel burning is __________________; it releases into the atmosphere to begin the cycle of energy flow all over again. Nitrogen Cycle Summary: ______________ energy flows through the ___________ cycle in many forms. With the help of __________ in legumes, nitrogen gas becomes ammonia through ______________. Bacteria assist again during _______________, when ammonia becomes nitrites and nitrates. _____________ energy returns to the atmosphere when ________________in the soil convert nitrites to nitrogen gas.