Download biosphere4233 - Standards Aligned System

http://www.mark-ju.net/wildlife/images/monkey03.jpg
http://www.dimijianimages.com/Aggression-defense-page4/vultures.jpg
WAYS ORGANISMS
INTERACT
4-2
http://www.epa.gov/region5/superfund/ecology/images/fishcartoon.gif
http://www.uark.edu/depts/agripub/Publications/Agnews/mosquito.jpg
Ways organisms interact
______________________
COMPETITION
Between SAME and DIFFERENT kinds of organisms
Compete with each other for available resources
PREDATION
__________________________
Between DIFFERENT kinds of organisms
Hunt and kill other organisms to supply their energy needs
COOPERATION
__________________________
Between SAME kind of organisms
Live together and help each other
SYMBIOSIS
__________________________
Between DIFFERENT kinds of organisms
live in close association with another kind of organism
WHAT IS A RESOURCE?
Anything
needed by an organism for life
____________________________________________
Examples:
Nutrients, water, light, space
________________________
COMPETITION
Organisms in an ecosystem have to
compete with each other for available
resources. FOOD
http://www.knology.net/~sgoswald/Eating.jpg
http://www.harcourtschool.com/glossary/science/images/gr3/community3.jpg
COMPETITION
Organisms in an ecosystem have to
compete with each other for available
resources: shelter
http://www.dpiw.tas.gov.au/inter.nsf/Images/LBUN-5K538R/$File/fox_adultandcub.jpg
http://www.gdccc.org/Records/EOY2004/NSEOY.htm
COMPETITION
Organisms in an ecosystem have to
compete with each other for available
resources
mates
http://www.wasatchcomputers.net/gallery/elk_fight.jpg
http://www.biocrawler.com/w/images/thumb/3/34/200px-Peacock_courting_peahen.jpg
COMPETITION
Organisms in an ecosystem have to
compete with each other for available
resources: space/territory
http://www.elise.com/weblog/photos/prairie-dogs.jpg
Prairie dogs - 5 to 35 per acre
Mountain lion- 1 male per 50-300 sq. mi
http://www.rilanationalpark.org/gr.phtml?dir=../../pictures/in_text&img=/65_1180.jpg
COMPETITION
Organisms in an ecosystem have to
compete with each other for available
resources: LIGHT
http://vilenski.org/science/safari/cellstructure/chloroplasts.html
http://www.csjbacau.ro/gallery/images/Beech%20Tree%20Forest%20in%20Slanic%20Moldova.jpg
Ways organisms interact
PREDATION
___________________
Between DIFFERENT kinds of organisms
Hunt and kill other organisms to supply
their energy needs
http://www.epa.gov/region5/superfund/ecology/images/fishcartoon.gif
PREDATION
Organisms in an ecosystem that capture
and eat other organisms to supply their
energy needs
http://personal.ecu.edu/wuenschk/rabbit-wolf.gif
http://www.aphis.usda.gov/lpa/pubs/images/wspred_6.jpg
INTERDEPENDENCE
All living and non-living things in an
ecosystem are interconnected and changing
even one thing impacts the whole ecosystem.
When one tugs at a single thing in nature,
he finds it attached to the rest of the world.
~John Muir, naturalist, Sierra Club founder
COMPETITION
If resources are scarce, some organisms
will starve and populations will decrease.
If resources become more plentiful,
populations will increase.
Competition in nature often results
in a winner and a loser
. . . with the loser failing to survive!
SHORT SUPPLY
If a nutrient is in _____________
CYCLES SLOWLY
OR __________________
it will LIMIT the growth of the
population
LIMITING FACTOR
= _____________
During this drought,
there was not enough food
available and many kangaroos
starved.
http://www.wspa-international.org/exhibition/gallery/large_DeadKenyan%20droughtSPANA.jpg
REMEMBER: EVERYTHING IS CONNECTED !
BIOLOGY; MIller and Levine; Prentice Hall; 2006
A decrease in the prey population means some predators will starve.
Fewer predators mean prey population will increase.
Increase in prey means more food for predators.
Predator population will increase until there is not enough food . . .
and the cycle repeats itself.
LIMITING NUTRIENT
The short
supply of a
limiting
nutrient keeps
the population
in check.
http://www.greenfacts.org/images/glossary/algae-bloom.jpg
When an ecosystem receives a LARGE input
of limiting nutrient (ie.,fertilizer runoff) the
BLOOM
population increases dramatically = ALGAL
___________
Ways organisms interact
COOPERATION
__________________
Between SAME kind of organisms
Live together and help each other
http://www.mark-ju.net/wildlife/images/monkey03.jpg
COOPERATION
Same species live together in groups
EX: herds, packs, colonies, families, etc
Share food &
childcare responsibilities
Groom each other
Take care of sick
http://www.kenyatravelideas.com/african-elephants.html
http://www.sphoto.com/medium/meercats37.jpg
http://people.uleth.ca/~d.rendall/groom4.jpg
COOPERATION
Same species live together in groups
EX: herds, packs, colonies, families, etc
Hunt in packs
Provide protection
http://www.knology.net/~sgoswald/Eating.jpg
http://rosswarner.com/zebras1.jpg
Ways organisms interact
SYMBIOSIS
__________________________
Between DIFFERENT kinds of organisms
Live in close association with another kind
of organism
http://www.zahnersatz.com/english/library/symbiosis.jpg
3 KINDS of SYMBIOSIS
______________________
MUTUALISM
Both organisms benefit
COMMENSALISM
______________________
One organism benefits;
Other is neither harmed nor helped
_____________________
PARASITISM
One organism benefits;
Other is harmed in some way
MUTUALISM
“Good for me - Good for you”
Birds eat parasites living
on the hides of giraffes and
rhinos while enjoying
protection from predators.
Groomed animals lose their
pests.
http://www.imbt.org/science.htm
http://www.hugheshome.net/jon/africa02/images/rhino_bird_JPG.jpg
MUTUALISM
“Good for me - Good for you”
Insects transfer pollen
between plants as they
gather nectar for food.
http://www.providence.edu/bio/faculty/adams/LECTUREProvCollegeMutualism.html
http://www.yksd.com/DistanceEdCourses/YKSDbiology/lessons/SecondQuarterLessons/Chapter5/5-5/images/3-way-mutualism.jpg
MUTUALISM
“Good for me - Good for you”
Clown fish gets protection from enemies
by hiding out in poisonous sea anemones
Sea anemone gets
scraps of leftover
food dropped
by fish
http://www.zahnersatz.com/english/library/symbiosis.jpg
COMMENSALISM
“Good for me - Doesn’t bother you”
http://www.geology.wmich.edu/gillespie/g322/Chapters/C16shark.gif
Pilot fish receive scraps of food dropped by shark;
Shark is neither harmed nor helped
COMMENSALISM
“Good for me - Doesn’t bother you”
http://www.abyssal.com/meeks/images/hermit_crab.jpg
Hermit crabs make homes in shells abandoned by snails;
Snail is not harmed by crab
PARASITISM
“Good for me - Hurts you”
http://www.geology.wmich.edu/gillespie/g322/Chapters/C16parasitism.whale.gif
Barnacles are crustaceans that attach to the surface of whales
and feed on their skin and fluids; Whale is harmed
PARASITISM
“Good for me - Hurts you”
http://www.dogbreedinfo.com/guineafowltickphotos.htm
Tick feeds on dog’s blood;
Dog has discomfort, can get diseases/infection from bite
PARASITISM
“Good for me - Hurts you”
Tapeworms absorb
food by living inside
host intestine;
host is harmed
http://www.biology.ucok.edu/AnimalBiology/Platyhelminthes/tapeworms.jpg
Invasive Species
An introduction
What is a native species?
Native species are those that normally live and thrive in a
particular community. They occupy specific habitats and
have specific niches in their native environment. They
have natural predators that help to keep their populations in
check.
Pink lady's slipper, Cypripedium
acaule
Red fox, Vulpes vulpes
What is a non-native species?
•
A species living outside its native distributional range,
which has arrived there by human activity, either
deliberate or accidental. Non-native species are not
necessarily invasive.
Multiflora rose, Rosa multiflora, was
introduced for use as an ornamental
plant, to control erosion, and to use as
“living” fences for livestock.
Zebra mussels (Dreissena polymorpha),
were accidentally introduced to North
America, and are now found in some
Pennsylvanian waterways
What is a non-native invasive
species?
• A non-native species that adversely
affects habitats and biodiversity.
Emerald ash borer, Agrilus planipennis ,
has killed millions of ash trees in the
mid-west and has recently been found
in Pennsylvania
Japanese stilt grass, Microstegium
vimineum, becomes established on
recently disturbed areas and
outcompetes native plants, reducing
biodiversity.
Common characteristics of invasive
species
Invasive species in
general:
•Have few natural
predators, competitors,
parasites or diseases
•Have high reproductive
rates
•Are long-lived
•Are generalists
•Are pioneer species
Characteristics that make Zebra
mussels a good invader include its
ability to tolerate a wide-range of
environments, and high reproduction
rate; female mussels release up to
100,000 eggs ability to tolerate a
wide-range of environments year.
Discussion: how would these characteristics enable
a species to become invasive?
What traits are common to invasive
plant species
Characteristics that make tree-ofheaven a good invader include its ability
to flower early (within 2 years), ability
to spread asexually, and fast growth
rate.
• Self-compatible
• Flower early
• Produces abundant
seed
• Disperse seed widely
• Grow rapidly
• Spread asexually
• Strong competitors
Kudzu Vine
• 1930’s - imported from Japan and planted in the
southeastern USA to help combat soil erosion
following the Dust Bowl.
• 1940’s – US Soil Conservation Service (federal
agency) paid farmers a subsidy to grow kudzu
vine.
• Problems: No natural predators, very prolific
reproduction. Costs USA government $500
million/year to eradicate!
• Possible Commercial Uses: Chemicals produced
in the vine are used in Japan to combat
diseases.
• USA found chemicals in vine may reduce
alcoholic cravings.
Kudzu Vine Distribution in USA
Impacts of invasive species
•
•
•
•
•
Displace native species
Reduce forest health and productivity
Some invasive species kill native species
Indirect impacts
Economic impacts:
Invasive species are responsible for tremendous
economic losses through loss in forest and
agricultural productivity, spread of diseases that
impact humans, among other impacts.
http://www.animationlibrary.com/search/?keywords=recycle
BIOGEOCHEMICAL
CYCLES
3-3
http://mff.dsisd.net/Environment/Cycles.htm
ENERGY & MATTER
Energy is not the only thing
that moves through the ecosystem.
Atoms are never destroyed . . . only
transformed.
Take a deep breath.
The atoms you just
inhaled may have been
inhaled by a dinosaur
millions of years ago.
http://educ.queensu.ca/~fmc/august2004/pages/dinobreath.html
4 ATOMS make up 95% of the
body in most organisms
OXYGEN
CARBON
HYDROGEN
NITROGEN
The same molecules are passed around
again and again within the biosphere in
BIOGEOCHEMICAL CYCLES
___________________________
WATER CYCLE
HYDROLOGIC CYCLE
= ___________________
http://www.urbanrivers.org/water_cycle.html
WHY IS WATER IMPORTANT?
Makes up 60-70% of your body
Oxygen and Hydrogen are found in all the
building blocks of cells
________________________:
carbohydrates, proteins,
nucleic acids, lipids
Hydrogen in H2O supplies
protons (H+) & electrons
photosynthesis
for_______________
http://www.lsbu.ac.uk/water/molecule.htm
WHY IS WATER IMPORTANT?
SOLVENT
Water is a good _________________
Many molecules dissolve in water so it
provides a place for chemical reactions
to happen
Water doesn’t change temperature easily so it helps
with
HOMEOSTASIS
__________________
http://www.lsbu.ac.uk/water/molecule.htm
WATER CYCLE
evaporation
condensation
http://www.radio-canada.ca/jeunesse/fd6/000_images/cat/c_buee_c.gif
http://www.css.cornell.edu/faculty/hmv1/watrshed/Etrans.htm
The evaporation of water from the surface of plant
leaves
TRANSPIRATION
= ________________
The return of water to
the surface in the form of
rain, snow, sleet, hail, etc.
PRECIPITATION
= ____________________
Image edited from: http://www.cotf.edu/ete/modules/msese/earthsysflr/water.html
WATER CYCLE
PH ONLINE LINK
Put in code: cbp-2033 Choose Start
CARBON CYCLE
CO2 in
atmosphere
CO2 in
ocean
BIOLOGY; Miller and Levine; Prentice Hall; 2006
4 main CARBON reservoirs
in BIOSPHERE
1.In ____________
atmosphere as CO2 gas
ocean as dissolved CO2 gas
2.In _______
land
3.On _______
in organisms, rocks, soil
Underground as coal & petroleum (fossil fuels) and
4.__________
calcium carbonate in rocks
CO2 in
atmosphere
CO2 in
Ocean
BIOLOGY; Miller and Levine; Prentice Hall; 2006
Where does CO2 in atmosphere come from?
CO2 in
atmosphere
CO2 in
Ocean
Volcanic activity
1.________________
Human activity (burning fossil fuels)
2.______________
Cellular respiration
3._________________
Decomposition of dead organisms
4.____________
BIOLOGY; Miller and Levine; Prentice Hall; 2006
WHY IS CARBON IMPORTANT?
BLOCKS of cells:
Found in all the BUILDING
_______________
carbohydrates, proteins,
nucleic acids, lipids
Image by Riedell
http://web.jjay.cuny.edu/~acarpi/NSC/12-dna.htm
WHY IS CARBON IMPORTANT?
Carbon in CO2 provides the atoms for
GLUCOSE production during
__________
PHOTOSYNTHESIS
__________________...
the fuel that all living things depend on.
http://www.science.siu.edu/plant-biology/PLB117/JPEGs%20CD/0076.JPG
http://www.biologyclass.net/mitochondria.jpg
NITROGEN CYCLE
Section 3-3
N2 in Atmosphere
NO3and NO2-
NH3
BIOLOGY; Miller and Levine; Prentice Hall; 2006
WHY IS NITROGEN
IMPORTANT?
NITROGEN BASES
__________________make
DNA and RNA
ATP
Adenine (nitrogen base) is used in _______
amino acids (proteins)
Makes AMINO part of _________
Image by Riedell
http://web.jjay.cuny.edu/~acarpi/NSC/12-dna.htm
Image by Riedell
79% of the atmosphere is made
up of NITROGEN gas (N2)
CAN’T
BUT we _____
use the nitrogen gas
we breathe!
The bond in N2 gas is so
strong it can only be broken by
lightning
_______________
Volcanic activity
_______________
few special bacteria
____________________
Image by Riedell
http://web.jjay.cuny.edu/~acarpi/NSC/12-dna.htm
Image by Riedell
in the soil
Bacteria that live ______________
symbiotic
and in _________
relationships with
legumes
plants called _________,
take
nitrogen from the atmosphere and
AMMONIA (NH3)
turn it into ______________,
a form
that is usable by plants.
THIS PROCESS
IS CALLED
NITROGEN FIXATION
_________________
http://www.slic2.wsu.edu:82/hurlbert/micro101/images/101nodules21.gif
Other bacteria in the soil convert
- )
NITRATES
(NO
3
ammonia into ________________
-)
&
NITRITES
(NO
2
& _________________
which plants can also use.
The nitrogen we need for proteins,
ATP, and nucleic acids comes from
WE EAT
the FOOD
___________
NOT THE AIR
___________
we breathe!
Image from: http://www.utdallas.edu/images/departments/biology/misc/gonzalez-image.jpg
and http://www.cibike.org/CartoonEating.gif
modified by Riedell
NITROGEN CYCLE
Section 3-3
N2 in Atmosphere
NO3and NO2-
NH3
BIOLOGY; Miller and Levine; Prentice Hall; 2006
in the soil
Bacteria that live ______________
also carry out the reverse process
NITRATES
& NITRITES
NITROGEN GAS
___________ → _____________
.
THIS PROCESS
IS CALLED
DENITRIFICATION
_________________
Image from: Pearson Education Inc; Publishing as Pearson Prentice Hall
PHOSPHORUS CYCLE
Producers absorb
phosphate from
soil and water
Weathering wears
away rocks and
sediments and
releases phosphate
into soil and water
Sediments form “new land”
to complete cycle
Phosphate moves
through food web
Phosphate returns to
soil and water from
waste or decomposition
Phosphorus cycle
is only biogeochemical
cycle that does
NOT cycle through the
atmosphere
______________
BIOLOGY; Miller and Levine; Prentice Hall; 2006
WHY IS PHOSPHORUS
IMPORTANT?
Makes DNA and RNA
Transfers energy as ATP
Makes phospholipids for cell membranes
Image by Riedell
http://web.jjay.cuny.edu/~acarpi/NSC/12-dna.htm
Image by Riedell
SOUTH DAKOTA
CORE SCIENCE STANDARDS
LIFE SCIENCE:
Indicator 3: Analyze how organisms are linked to
one another and the environment.
9-12.L.3.1. Students are able to identify factors that
can cause changes in stability of populations,
communities, and ecosystems.
•
•
Define populations, communities, ecosystems, niches
and symbiotic relationships.
Predict the results of biotic and abiotic interactions.
Examples:
Dormancy and migration
Fluctuation in available resources (water, food, shelter)
Biogeochemical cycles
Energy flow
Cooperation and competition in ecosystems
SOUTH DAKOTA
CORE SCIENCE STANDARDS
LIFE SCIENCE:
Indicator 3: Analyze how organisms are linked to one another
and the environment.
9-12.L.3.1. Students are able to identify factors that can
cause changes in stability of populations, communities,
and ecosystems.
• Define populations, communities, ecosystems, niches and symbiotic
relationships.
• Predict the results of biotic and abiotic interactions.
Examples:
Fluctuation in available resources (water, food, shelter)
Energy flow
Core High School
Life/Earth Science
Performance Descriptors
High school students
performing at the
ADVANCED level:
High school students
performing at the
PROFICIENT level:
predict the effect of an interruption in a given cycles
High school students
performing at the
BASIC level:
given pictorial representations of the H20 and C
cycles explain how elements and compounds move
between living and nonliving systems
describe one factor that may affect global climate
predict how life systems respond to changes in
the environment;
explain how H20, N, C, and O cycle between living
and non-living systems;
describe how various factors may affect global
climate;
SOUTH DAKOTA
CORE SCIENCE STANDARDS
LIFE SCIENCE:
Indicator 3: Analyze how organisms are linked to one another
and the environment.
9-12.L.3.1. Students are able to identify factors that can
cause changes in stability of populations, communities,
and ecosystems.
• Predict the results of biotic and abiotic interactions.
Examples:
Fluctuation in available resources (water, food, shelter)
Biogeochemical cycles
SOUTH DAKOTA
CORE EARTH SCIENCE STANDARDS
Indicator 1: Analyze the various structures and processes
of the Earth system.
9-12.E.1.1. Students are able to explain how elements and
compounds cycle between living and non-living systems.
• Diagram and describe the N, C, O and H2O cycles.
• Describe the importance of the N, C, O and H2O cycles to life
on this planet.
Examples: water cycle including evaporation, cloud
formation, condensation.
SOUTH DAKOTA
ADVANCED SCIENCE STANDARDS
EARTH SCIENCE:
Indicator 1: Analyze the various structures and processes
of the Earth system.
9-12.E.1.1.A Students are able to explain how elements and
compounds cycle between living and non-living systems.
• Diagram and describe the P, S, and Ca cycles.
Core High School Earth Science
Performance Descriptors
High school
students
performing at the
ADVANCED level:
High school
students
performing at the
PROFICIENT level:
predict the effect of an interruption in a given cycles;
predict how human activity may change the land, ocean,
and atmosphere of Earth.
High school
students
performing at the
BASIC level
explain how H20, N, C, and O cycle between living and
non-living systems;
give an example of human activity that changes the land,
ocean, or atmosphere of Earth.
explain how H20, N, C, and O cycle between living and
non-living systems;
explain how human activity changes the land, ocean,
and atmosphere of Earth.
IMAGE BIBLIOGRAPHY
http://www.uic.edu/classes/bios/bios100/summer2004/lect02.htm
Paint image by Riedell
Paint image by Riedell
http://www.emc.maricopa.edu/faculty/farabee/BIOBK/BioBookCHEM2.html#Organic%20molecules
http://evolution.berkeley.edu/evosite/evo101/images/dna_bases.gif
http://bioweb.wku.edu/courses/BIOL115/Wyatt/Biochem/Carbos/Carb_poly.gif
http://vilenski.org/science/safari/cellstructure/golgi.html
http://www.science.siu.edu/plant-biology/PLB117/JPEGs%20CD/0076.JPG
http://classes.kumc.edu/som/bioc801/lectures/images/mem01-08.gif
http://www.biology4kids.com/files/cell_nucleus.html
http://www.biologyclass.net/mitochondria.jpe
http://www.ncu.edu.tw/~ls/graph/faculty_pictures/whole_time/SLC/SLC_lab-1.jpg
http://www.kufm.kagoshima-u.ac.jp/~anatomy2/BON/1016A03.jpg
http://www.carolguze.com/text/102-19-tissuesorgansystems.shtml
http://academic.pg.cc.md.us/~aimholtz/AandP/206_ONLINE/Immune/Innate_Images/cilia.jpg
http://www.emc.maricopa.edu/faculty/farabee/BIOBK/BioBookAnimalTS.html
http://www.agen.ufl.edu/~chyn/age2062/lect/lect_19/147b.gif
http://www.proctitispages.force9.co.uk/
http://vilenski.org/science/safari/fungus/fungus.html
http://www.harrythecat.com/graphics/
http://bestanimations.com
http://www.inclusive.co.uk/downloads/images/pics2/tree.gif
http://people.eku.edu/ritchisong/homepage.htm
http://sps.k12.ar.us/massengale/animal%20dissections.htm