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THEORY BOOKLET NAME: YEAR 9 SCIENCE LESSON 1: LIFE IN AN ECOSYSTEM Lesson 1 Syllabus Reference Outcomes A student analyses interactions between components and processes within biological systems. Content LW2 Conserving and maintaining the quality and sustainability of the environment requires scientific understanding of interactions within, the cycling of matter and the flow of energy through ecosystems. Students: a. recall that ecosystems consist of communities of interdependent organisms and abiotic components of the environment. Copyright © MATRIX EDUCATION 2014 Page 8 of 146 Our Students Come First! All rights reserved. No part of this publication may be reproduced, stored in or introduced into a retrieval system, or transmitted, in any form, or by any means (electronic, mechanical, photocopying, recording, or otherwise), without the prior permission of Matrix Education. YEAR 9 SCIENCE 1. LESSON 1: LIFE IN AN ECOSYSTEM Introduction The world around us flourishes with life, but what is life? It is the pride of lions hunting herds of antelope in the African plains, the majestic whales that roam our oceans, and even the mould you see growing on expired bread. But that is only a small part of the story. Life includes plants, animals, and microscopic organisms invisible to the naked eye. The study of life is called biology and this term we will be getting a snapshot of this world. http://wordpress.ed.pacificu.edu/elisabethhalemeier/files/2012/09/Screen-shot-2012-09-04-at-5.25.30-PM.png Copyright © MATRIX EDUCATION 2014 Page 9 of 146 Our Students Come First! All rights reserved. No part of this publication may be reproduced, stored in or introduced into a retrieval system, or transmitted, in any form, or by any means (electronic, mechanical, photocopying, recording, or otherwise), without the prior permission of Matrix Education. YEAR 9 SCIENCE LESSON 1: LIFE IN AN ECOSYSTEM 2. Ecosystems What is an ecosystem? An ecosystem is concerned with both the living (biotic) and non-living (abiotic) components of an environment, as well as the relationships between them. Interactions within an ecosystem are often very complex and involve a delicate balance of factors. http://ecosystems.noaa.gov/images/what_eco_map_lg.gif – See if you can identify five abiotic factors in the image above, do not limit yourself to the words in the diagram. What else can you see?1 ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ Copyright © MATRIX EDUCATION 2014 Page 10 of 146 Our Students Come First! All rights reserved. No part of this publication may be reproduced, stored in or introduced into a retrieval system, or transmitted, in any form, or by any means (electronic, mechanical, photocopying, recording, or otherwise), without the prior permission of Matrix Education. YEAR 9 SCIENCE LESSON 1: LIFE IN AN ECOSYSTEM In any given environment, both abiotic and biotic components are interdependent. If any of these factors are altered, the availability of the other resources will be impacted and the entire ecosystem will change. As a result, an organism’s ability to survive and reproduce will also be affected. Here are some examples of biotic and abiotic factors that we will be looking at this lesson: BIOTIC Competition Air (O2,CO2,N2,etc) Predation Water Symbiosis Light ABIOTIC - Mutualism Soil - Parasitism pH - Commensalism Temperature Salinity Humidity Inorganic nutrients (N, P) etc. Disease agents (Pathogens) For an overview on biotic and abiotic factors, watch this VIDEO. Copyright © MATRIX EDUCATION 2014 Page 11 of 146 Our Students Come First! All rights reserved. No part of this publication may be reproduced, stored in or introduced into a retrieval system, or transmitted, in any form, or by any means (electronic, mechanical, photocopying, recording, or otherwise), without the prior permission of Matrix Education. YEAR 9 SCIENCE LESSON 1: LIFE IN AN ECOSYSTEM Ecology – a broader picture Ecology is a branch of biology that deals with the interactions of organisms with one another as well as with their environment. It can be studied at different levels of organisation which you can see in the diagram below http://mrdawkinsbiology.yolasite.com/resources/ecological_levels.jpg Let’s examine the deferent levels of levels or organisation in the diagram: – What is the biosphere?2 ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ – A biome is a group of communities along a regional system that is characterised by a similar vegetation type (eg. Rainforest, tundra, desert). Copyright © MATRIX EDUCATION 2014 Page 12 of 146 Our Students Come First! All rights reserved. No part of this publication may be reproduced, stored in or introduced into a retrieval system, or transmitted, in any form, or by any means (electronic, mechanical, photocopying, recording, or otherwise), without the prior permission of Matrix Education. YEAR 9 SCIENCE – LESSON 1: LIFE IN AN ECOSYSTEM What is an ecosystem?3 ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ – A community is a group of populations living and interacting with each other in a common area. – A population is defined as a group of organisms of the same species who live in the same area at the same time. – What is an organism (individual)?4 ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ When studying biology, you will find many scientific terms being used. It is highly recommended that you become familiar with these terms early on, so that in the future you can focus on important concepts rather than definitions! Copyright © MATRIX EDUCATION 2014 Page 13 of 146 Our Students Come First! All rights reserved. No part of this publication may be reproduced, stored in or introduced into a retrieval system, or transmitted, in any form, or by any means (electronic, mechanical, photocopying, recording, or otherwise), without the prior permission of Matrix Education. YEAR 9 SCIENCE LESSON 1: LIFE IN AN ECOSYSTEM Domains of life The smallest level of ecology is the individual organism. The Earth is inhabited by many different types of organisms. Some very are similar to each other, while some are extremely different. Eventually scientists needed a method for classifying different organisms. This is known as taxonomy. The diagram below demonstrates the levels or classifying an organism. The domain includes all living organisms, whereas the species defines a single organism. Reece, Jane B., et al. Campbell Biology. 9th edition; International edition. Harlow: Pearson Education, 2011. In general, an organism is considered the same species as another only if they are able to reproduce and give birth to a fertile offspring. Here’s a Mnemonic to help you remember the order: Do Kangaroos Put Corn On Fantastic Garden Salads Copyright © MATRIX EDUCATION 2014 Page 14 of 146 Our Students Come First! All rights reserved. No part of this publication may be reproduced, stored in or introduced into a retrieval system, or transmitted, in any form, or by any means (electronic, mechanical, photocopying, recording, or otherwise), without the prior permission of Matrix Education. YEAR 9 SCIENCE LESSON 1: LIFE IN AN ECOSYSTEM When naming a specific organism, only the genus and the species are used (e.g. Homo sapiens). http://media-3.web.britannica.com/eb-media/89/389-004-2259D9A1.jpg This VIDEO is a good summary of taxonomy. The presenter talks a little fast though so play it a few times if it helps. Copyright © MATRIX EDUCATION 2014 Page 15 of 146 Our Students Come First! All rights reserved. No part of this publication may be reproduced, stored in or introduced into a retrieval system, or transmitted, in any form, or by any means (electronic, mechanical, photocopying, recording, or otherwise), without the prior permission of Matrix Education. YEAR 9 SCIENCE 3. LESSON 1: LIFE IN AN ECOSYSTEM The Living Ecosystem Given that abiotic features are the non-living factors of an ecosystem (‘a’ meaning ‘non’ and ‘bio’ meaning ‘living’); when scientists look at the biotic factors of an ecosystem, they are studying the living aspects of an environment. – Can you name some examples of biotic features of an ecosystem?5 ___________________________________________________________ ___________________________________________________________ Biotic components When two organisms are competing over the same resource, the relationship is known as a competition. Competition can occur both within a species and between species. Animals often compete for food or space. Plants often compete for light and moisture. – Where have you seen examples of organisms in competition?6 ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ http://www.bbc.co.uk/bitesize/standard/biology/images/animal_fight.jpg Copyright © MATRIX EDUCATION 2014 Page 16 of 146 Our Students Come First! All rights reserved. No part of this publication may be reproduced, stored in or introduced into a retrieval system, or transmitted, in any form, or by any means (electronic, mechanical, photocopying, recording, or otherwise), without the prior permission of Matrix Education. YEAR 9 SCIENCE – LESSON 1: LIFE IN AN ECOSYSTEM Examine the image below, what is the Blue-tongued lizard doing?7 ___________________________________________________________ http://natgeotv.com.au/content/cache/525x800/natgeosnap/5045.jpg The interaction in between the Blue-tongued lizard and the snail is an example of predation. It is simply when one organism feeds on another. – Predation usually occurs between different species but occasionally it can occur within a species. What is this called?8 ___________________________________________________________ Symbiosis is defined as the close and ongoing relationship between two or more different species. There are three main types of symbiosis: i. Mutualism: A relationship between different species where both individuals benefit. Copyright © MATRIX EDUCATION 2014 Page 17 of 146 Our Students Come First! All rights reserved. No part of this publication may be reproduced, stored in or introduced into a retrieval system, or transmitted, in any form, or by any means (electronic, mechanical, photocopying, recording, or otherwise), without the prior permission of Matrix Education. YEAR 9 SCIENCE LESSON 1: LIFE IN AN ECOSYSTEM http://bgwall.net/wp-content/uploads/2013/12/1073fish-on-the-ocean-bottom-hd-animals-wallpapers.jpg – The image above is an example of mutualism. What are the two organisms involved in this relationship9 ___________________________________________________________ – The sea anemone protects the clownfish from predators, as well as providing food through leftovers from the anemone's meals. In return, the clownfish defends the anemone from its predators, and parasites. You can see more in this VIDEO. ii. Parasitism: A relationship between separate species whereby one is harmed while the other benefits. – An example of parasitism would be a tapeworm in the mammalian gut. Once it infects a host, the tapeworm usually attaches itself to the intestine walls and absorbs nutrients through its skin. – How do you think this will harm the host?10 ___________________________________________________________ Copyright © MATRIX EDUCATION 2014 Page 18 of 146 Our Students Come First! All rights reserved. No part of this publication may be reproduced, stored in or introduced into a retrieval system, or transmitted, in any form, or by any means (electronic, mechanical, photocopying, recording, or otherwise), without the prior permission of Matrix Education. YEAR 9 SCIENCE iii. LESSON 1: LIFE IN AN ECOSYSTEM Commensalism: A relationship that is beneficial to one species, leaving the other species unaffected. – The shark and remora are examples of commensalism. Remoras “hitch a ride” on larger animals, like sharks. Sharks tend to be sloppy eaters and food often floats away from the shark’s mouth. The remora simply feeds on these leftover scraps of food floating by without affecting the shark. http://www.bluesci.org/wordpress/wp-content/uploads/2013/01/32_focus9.png Infectious diseases are caused by pathogens. They are broadly defined as a disease causing agent and are categorised into six main types: i. Bacteria: unicellular microorganisms which have cell walls but lack membrane bound organelles. – If a human has a bacterial infection, how is it usually treated?11 ___________________________________________________________ Copyright © MATRIX EDUCATION 2014 Page 19 of 146 Our Students Come First! All rights reserved. No part of this publication may be reproduced, stored in or introduced into a retrieval system, or transmitted, in any form, or by any means (electronic, mechanical, photocopying, recording, or otherwise), without the prior permission of Matrix Education. YEAR 9 SCIENCE ii. LESSON 1: LIFE IN AN ECOSYSTEM Viruses: an infectious agent that consist of genetic information surrounded by a protein coat. The University of Waikato | www.sciencelearn.org.nz – Can you name some examples of viruses? Computer viruses don’t count!12 ___________________________________________________________ – iii. This is a good VIDEO on how a virus invades your body. Prions: A disease causing protein. – Mad cow disease is an example of a prion infection. The disease causes the brain and spinal cord to deteriorate. iv. Protozoa: unicellular organisms that are capable of moving. – Can’t think of any examples of protozoan diseases? Perhaps you have heard about Malaria? Symptoms of malaria include headache, chills, tremors, aches and shaking. In some countries, malaria is carried around by a common (and annoying) blood-sucking insect. Can you name this insect?13 ___________________________________________________________ Copyright © MATRIX EDUCATION 2014 Page 20 of 146 Our Students Come First! All rights reserved. No part of this publication may be reproduced, stored in or introduced into a retrieval system, or transmitted, in any form, or by any means (electronic, mechanical, photocopying, recording, or otherwise), without the prior permission of Matrix Education. YEAR 9 SCIENCE v. LESSON 1: LIFE IN AN ECOSYSTEM Fungi: An organism that usually feeds on dead plant and animal material. http://asgfootcare.co.uk/wp-content/uploads/2012/04/athletes-foot-700px.jpg – A common fungal infection is athlete’s foot. It usually appears between the toes but can also affect toenails and the bottom or sides of the feet. vi. Parasites: Large organisms that are usually visible to the naked eye and require a host to survive. – You should all be able to name an example of a parasite by now. We learnt about it just moments ago, what is it?14 ___________________________________________________________ Don’t worry too much about these pathogens at the moment. We will go through them in more detail later in the term. Just be aware of them for now. Copyright © MATRIX EDUCATION 2014 Page 21 of 146 Our Students Come First! All rights reserved. No part of this publication may be reproduced, stored in or introduced into a retrieval system, or transmitted, in any form, or by any means (electronic, mechanical, photocopying, recording, or otherwise), without the prior permission of Matrix Education. YEAR 9 SCIENCE LESSON 1: LIFE IN AN ECOSYSTEM 4. The Non-living Ecosystem What are abiotic features? Abiotic features, also known as physical and chemical features, are made up of all the non-living aspects of an environment. At each level or biological organisation, ecologists consider how abiotic features impact on the organism(s) they are studying. Abiotic features are studied because they impact greatly on the survival of any organism living in an ecosystem. A closer look at abiotic features Availability of gases (Air content) Oxygen, carbon dioxide and nitrogen are the most important gases for life on earth. Oxygen is used by all living organisms during respiration while carbon dioxide is needed by plants during photosynthesis. – Out of Oxygen, carbon dioxide and nitrogen. What do you think is the most abundant in the Earth’s atmosphere?15 ___________________________________________________________ Temperature All aspects of an organisms life is affected by temperature. Temperature affects both behaviour and internal metabolic processes of an animal. Thus temperature greatly influences the distribution of plants and animals in an ecosystem. – If you compare grasslands and woodlands with scorching deserts and freezing mountain regions what do you notice about the differences in abundance of life?16 ___________________________________________________________ ___________________________________________________________ Copyright © MATRIX EDUCATION 2014 Page 22 of 146 Our Students Come First! All rights reserved. No part of this publication may be reproduced, stored in or introduced into a retrieval system, or transmitted, in any form, or by any means (electronic, mechanical, photocopying, recording, or otherwise), without the prior permission of Matrix Education. YEAR 9 SCIENCE LESSON 1: LIFE IN AN ECOSYSTEM Water Water is the cornerstone of life. Without water, life on Earth will cease to exist. The availability of water will significantly impact the abundance of life in any given ecosystem. This is particularly obvious in deserts. – What is the driest inhabited continent on Earth?17 ___________________________________________________________ – What is the driest of all the continents on Earth?18 ___________________________________________________________ – In fact ______________18 is so dry that certain parts of the continent, known as the Dry Valleys (image below) have not seen rainfall for over two million years! http://www.248am.com/images/antartica.jpg – Due to its dryness, the Dry Valleys have often been compared to another planet in our solar system? This planet is often characterised by its red colour – what is it?19 ___________________________________________________________ Copyright © MATRIX EDUCATION 2014 Page 23 of 146 Our Students Come First! All rights reserved. No part of this publication may be reproduced, stored in or introduced into a retrieval system, or transmitted, in any form, or by any means (electronic, mechanical, photocopying, recording, or otherwise), without the prior permission of Matrix Education. YEAR 9 SCIENCE LESSON 1: LIFE IN AN ECOSYSTEM Light In nearly all ecosystems, light is the primary source of energy. Plants and certain bacteria depend upon sunlight to provide the necessary energy in order to undergo photosynthesis. Factors such as quality of light, intensity of light and the length of the light period (day length) play an important part in an ecosystem. – What would happen to plants if the sun disappeared?20 ___________________________________________________________ http://www.zo.utexas.edu/faculty/sjasper/images/ocean_zones.jpg – In the image above, what do you notice about the abundance of life as the depth increase? Why do you think this is so?21 ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ Copyright © MATRIX EDUCATION 2014 Page 24 of 146 Our Students Come First! All rights reserved. No part of this publication may be reproduced, stored in or introduced into a retrieval system, or transmitted, in any form, or by any means (electronic, mechanical, photocopying, recording, or otherwise), without the prior permission of Matrix Education. YEAR 9 SCIENCE LESSON 1: LIFE IN AN ECOSYSTEM Wind Wind is caused by the differences in atmospheric pressure. Wind can carry water vapour which may condense and fall in the form of rain, snow or hail. Wind plays a role in pollination and seed dispersal of some plants, as well as the dispersal of some animals, such as insects. Wind erosion can remove and redistribute topsoil while dry winds can create fire hazards. If plants are exposed to strong prevailing winds are they usually smaller than those in less windy conditions. Soil Soil exists on the outermost later of the Earth. It is a place where energy and matter can be transformed and transported. Abiotic factors in soil include soil texture, soil air, soil temperature, soil water, soil solution and pH, together with soil organisms and decaying matter. pH pH is a measure of the acidity or alkalinity of a substance. The pH of soil influences the biological activity in soil and the availability of certain minerals. Thus the pH of soil has a greater influence on the growth and development of plants. Some plants grow best in acid soils (soils with a pH below 7), while others grow better in alkaline soils (soils with a pH above 7). – Interestingly, most plants prefer a slightly acidic condition (pH 5.5 – 7.0). What would a neutral (neither acidic nor alkaline) pH be?22 ___________________________________________________________ Salinity Salinity is the increased accumulation of salts in land and water, sometimes at sufficient levels to impact on human and natural assets (plants, animals, aquatic ecosystems, water supplies, agriculture, or infrastructure). Copyright © MATRIX EDUCATION 2014 Page 25 of 146 Our Students Come First! All rights reserved. No part of this publication may be reproduced, stored in or introduced into a retrieval system, or transmitted, in any form, or by any means (electronic, mechanical, photocopying, recording, or otherwise), without the prior permission of Matrix Education. YEAR 9 SCIENCE LESSON 1: LIFE IN AN ECOSYSTEM Humidity The amount of water content in the air is known as humidity. It affects the rate of water loss in plants and animals. When the humidity is low, water evaporates from moist surfaces as a faster rate. Humidity has a large effect on organisms that cannot control their rate of water loss (e.g. frogs, snails and earthworms). Inorganic nutrients Like gases, inorganic nutrients are important the survival of different organisms. Inorganic nutrients needed in large amounts are called macronutrients and include carbon, hydrogen, nitrogen, phosphorous, sodium, calcium, magnesium and iron. Nutrients needed in small amounts (micronutrients) are also required and include aluminium, fluorine, iodine and zinc. The image below gives an overview of how nutrients are cycled in an ocean. http://www.stateoftheocean.org/ Copyright © MATRIX EDUCATION 2014 Page 26 of 146 Our Students Come First! All rights reserved. No part of this publication may be reproduced, stored in or introduced into a retrieval system, or transmitted, in any form, or by any means (electronic, mechanical, photocopying, recording, or otherwise), without the prior permission of Matrix Education. YEAR 9 SCIENCE 5. LESSON 1: LIFE IN AN ECOSYSTEM Review Questions Concept Check 5.1 What is the lowest organisation level of ecology? 1 Cells Population Community None of the above Concept Check 5.2 What is used for the scientific name of an organism? 1 Species and phylum Order and genus Genus and species Phylum and genus Concept Check 5.3 A certain plant requires moisture, oxygen, carbon dioxide, light, and minerals in order to survive. This statement shows that a living organism depends on 1 Symbiotic relationships Pathogens Abiotic factors Biotic factors Concept Check 5.4 Which is a biotic factor operating within an ecosystem? 1 The availability of sunlight The type of climate in a given region The carnivores that consume other animals The rate of flow of water in a river Copyright © MATRIX EDUCATION 2014 Page 27 of 146 Our Students Come First! All rights reserved. No part of this publication may be reproduced, stored in or introduced into a retrieval system, or transmitted, in any form, or by any means (electronic, mechanical, photocopying, recording, or otherwise), without the prior permission of Matrix Education. YEAR 9 SCIENCE LESSON 1: LIFE IN AN ECOSYSTEM Concept Check 5.5 What is an ecosystem? 2 _________________________________________________________________________ _________________________________________________________________________ Concept Check 5.6 Apart from that fact that it would be extremely cold, what would happen to life on Earth if the sun disappeared? 2 _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ Concept Check 5.7 What is a pathogen? 1 _________________________________________________________________________ _________________________________________________________________________ What are the six types of pathogens? 6 _________________________________________________________________________ _________________________________________________________________________ Concept Check 5.8 What do abiotic factor do scientists constantly look for on the surface of Mars and why? 3 _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ Copyright © MATRIX EDUCATION 2014 Page 28 of 146 Our Students Come First! All rights reserved. No part of this publication may be reproduced, stored in or introduced into a retrieval system, or transmitted, in any form, or by any means (electronic, mechanical, photocopying, recording, or otherwise), without the prior permission of Matrix Education. YEAR 9 SCIENCE LESSON 1: LIFE IN AN ECOSYSTEM ANSWERS 1 Pressure, wind, lunar force, soil, air, current, nutrients, etc 2 The biosphere is a life-supporting global ecosystem, where each living things depends on each other and the environment. The ecosystem includes all living organisms and the abiotic or nonliving environment on which they depend for their energy and the nutrients they need to live. 3 An ecosystem includes all of the living things in a given area, interacting with each other, and also with their non-living environments. 4 an individual animal, plant, or single-celled life form 5 Examples of biotic features include competitors, parasites, predators, symbionts, pathogens, prey. 6 Red kangaroos and wild rabbits are in constant competition with one another in the Australian outback. Like rabbits, introduced species such as red foxes compete with the native Australian dingoes for food. This has caused a serious conservative problem in Australia. 7 Eating a snail 8 Cannibalism 9 Clownfish and sea anemone 10 The host will lose a significant portion its nutrients to the tapeworm, resulting in unexpected weight loss, weakness and fatigues, stomach upsets and diarrhoea. 11 With antibiotics 12 Influenza, swine flu, bird flu, chickenpox, HIV, measles, etc 13 Mosquitoes 14 Tapeworms! Other examples include ringworms, flatworms, and roundworms. 15 Nitrogen makes up aproximately 78% of the Earth’s atmosphere. Oxygen only makes up about 21%. 16 Extreme environments such as deserts and mountain tops will have less life forms when compared with moderate climates such as grasslands, woodlands and rainforests. 17 Australia 18 Antarctica 19 Mars 20 Without the sun it will be very cold and there will be no light available for photosynthesis. Therefore, they cannot produce their own food and eventually die out. 21 As the depth increases the abundance of life also decreases. This is because most aquatic life feed on sunlight dependent organisms such as seaweed, phytoplankton and zooplankton. And at larger depths, these light dependent organisms will not be able to survive due to the lack of sunlight. 22 pH 7 Copyright © MATRIX EDUCATION 2014 Page 29 of 146 Our Students Come First! All rights reserved. No part of this publication may be reproduced, stored in or introduced into a retrieval system, or transmitted, in any form, or by any means (electronic, mechanical, photocopying, recording, or otherwise), without the prior permission of Matrix Education.
