Download Ecology unit ch 2-5

Daily Notes

Write these vocab words out like so
– Then try to give an example of each
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Ecology
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Individual Population
Lithosphere
Hydrosphere
Biosphere
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Biotic
Abiotic
Community Ecosystem
Your task create your own two
organisms for each relationship
Creature
Cratz
Gimflobby
Lunic
Majooka
Scuzit
Elladock
Thustle
Jory
Gollyper
Zumble
Coblatty
Blubussle
ORGANISM’S NEED
A pollinator to help with reproduction
A very dark environment
Help digesting its food
Lots of sun exposure
Protection from herbivores
Slime to lay eggs in
Its eyes to be cleaned
A deep hole to live in
Blood for food
An anaerobic environment
A home inside a warm moist place
A way to move around
Mutualism
Name of organism________________
 Name of organism________________

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How do they help each other?

Now draw them!
Parasitism
Name of organism________________
 Name of organism________________
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How does one benefit?
 How is one harmed


Now draw them!
Commensalism
Name of organism________________
 Name of organism________________

How does one benifit?
 How is one not harmed?

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Now draw them!
Biomes Green Screen Project
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Google Search
– type in your biome and type in blue planet biome with it
Information your readers need to know:
Ø Types of animals
Ø Types of plants
Ø Climate
Ø Average Temperature
Ø Average and type of precipitation
Ø Food Chain (Predator and Prey/Competing organisms)
Ø Adaptations needed for survival
Ø Features (landforms such as mountains, lakes, oceans,
etc.)
Ø Human impact on this biome; the impact of this biome on
the world
YOU ARE TOOO
LOUD!!!
QUIET YOUR VOICES
 NO MUSIC CAN BE PLAYED CAUSE
IT THEN SOUNDS LIKE PURE
CHAOS INSTEAD OF GLORIOUS
MUSIC THAT IT IS INTENDED TO BE
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“Today, we are beginning a lesson on biodiversity.
We will be studying ways in which various species of
plants and animals interact. You are probably
familiar with interdependence among animals and
plants linked by a food web.
In addition, we will look at other types of interactions
which occur as a result of adaptation, such as the
mutually beneficial relationship between honey guide
birds and badgers. Honey guide birds lead badgers
to beehives, which badgers break open and eat,
providing the birds with access to the leftover honey.
These sorts of specialized roles and relationships
characterize the niches which animals and plants
occupy within their ecosystems.
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“Plants and animals are not randomly distributed
across the planet, but occur in specific habitats for
which they are suited.
For example, you may have heard of the amazing
array of animals and plants which live in the tropical
rain forest biome, ranging from quetzals, jaguars and
poison arrow frogs to cork trees and jojoba plants.
There is an enormous variety of life forms on the
Earth.
Each of these plants or animals has its own inherent
value and, in addition, may represent undiscovered
benefits to humans such as drug or food sources.
Whenever the entire population of a species is
extinguished, the loss is enormous.
But when a ‘keystone species’ is lost, the impact can
be disproportionately devastating to many other
plants and animals in the community.
We will conclude this biodiversity lesson with
individual research projects on keystone species.
Now let’s get started!”
WELCOME TO
THE
WONDERFUL
WORLD OF
Ecology
Goal For Today

Identify biotic and abiotic factors in an
ecosystem

Describe how an ecosytem is
organized
What is Ecology?
The Study of………….
Ecology the study of interactions between
organisms and their environment

Where do we fit in?
(What is our environment?)
The Biosphere!

ABio-
stands for non
stands for living

Abiotic Factors-
nonliving factors

Factors that effect us:
1.
Abiotic Factors
water
Wind/Air currents
Light
Temperature
Soil

Biotic- Living factors
2. Biotic Factors:
What is the organization of
Ecological Study?
Individual Organism
Population
Community
Ecosystem
Biome
Levels of Organization

Individual- one
organism (living)

Ex a DEER
Levels of Organization

Population- groups
of individuals that
belong to the
species and live in
the same area.
(living-living same
species)

Ex many DEER
Levels of Organization

Community- groups of
different populations
(more than one
population or different
groups of species)
Ex many groups of
moose beavers, trees,
grass (all living)
Levels of Organization

Ecosystem- all
organisms in a
particular area
along with the
nonliving. (living
and nonliving)
Ex many groups of
moose beavers,
trees, grass, rocks,
water, mountains
Levels of Organization

Biome- group of
ecosystems that have
the same climate and
similar dominant
communities

Biomes: tropical rain forest,
tropical dry forest, tropical
savannah, temperate
grassland, desert, temperate
woodland and shrubland,
temperate forest,
northwestern coniferous
forest, boreal forest (taiga),
tundra, mountains and ice
caps
Levels of Organization

Biosphere- all of
the planet where
life exhists, includes
land, water, and, air

Life extends 8 km
up and 11 km
below the surface
Quiz Time!

True or false Two cats and two dogs are a
population.
– False it is a community

True or false 5 frogs in a pond are a
community.
– False it is a population

True or false A forest with owls
salamanders, trees, air, water, soil is an
ecosystem.
– True
Individual (stand alone)
Population (find a
partner)
Community (partners find other
partners to join with)
Ecosystem
(form a line of 3 with an
abiotic object in the middle)
Biome stand in a
circle of five
Biosphere stand still
no talking hands up
Daily Notes
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What do you think is the difference
between observation and experimental
science?
Daily Notes
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1) Name an individual in this room

2) Name a population in this room

3) Name a community in this room
Daily Notes
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Vocab quiz on Friday 8 Vocab cards
Get out your video sheet write your answers
on number 4.
– Give an example of an observational study Jane
Goodall conducted
– Give an example of an experimental study Jane
Goodall conducted
Daily Notes
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GET OUT YOUR 8 FLASH CARDS
Study YO VOCAB Words
Ecology
Biotic
Abiotic
Individual
Population
Community
Ecosystem
Biome
Biosphere
1st 9:45
2nd 10:28
3rd 11:05
4th 11:41 (LUNCH)
5th 12:19
6th 12:56
7th 1:33
8th 2:10
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Ecology Vocab Quiz
1) Biome
2) Population
3) Ecosystem
4) Community
5) Individual
6) What is a scientist called that studies how organisms
interact?
7) Why is Jane Goodall considered this type of scientist?
8)True or false: The entire Earth is considered the
biosphere
9) True or false: If I asked you to study the community in
a pond you would study the plants animals and water.
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True or false: The entire Earth is
considered the biosphere
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True or false: If I asked you to study
the community in a pond you would
study the plants animals and water
Daily Notes
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Do you think we could make another
biosphere like our Earth?
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What would we need to do in order to
make this happen?
Announcements
Notes in class will be given to parents
 Get an agenda
 Keep working on science idea/
research
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Today’s Schedule
– 1 population activity
– 2 notes
3 Biosphere Reading
Daily Notes
Write these vocab words out like so
skipping 2 lines between each word
Habitat
Niche
Predator
Prey
Symbiosis
Mutualism
Commensalism
Parasitism

IN AN ECOSYSTEM:
Organisms live in a Habitat
Organisms fit into a Niche of
the environment
Habitat vs. Niche
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Habitat- an area where an organism lives
Niche- an organisms role in its environment
– The Long Version  full range of physical and
biological conditions in which an organism lives
and the way in which the organism uses those
conditions. Includes where in the food chain it is,
where an organism feeds

Habitat is like an address in an ecosystem
and a niche is like an occupation in an
ecosystem.
Community
Interactions

when organisms live together in an ecological
community they interact constantly.

Three types of interactions
– Competition
– Predation
– Symbiosis
Competition- competing
for resources
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occurs due to a limited
number of resources
Resource- any
necessity of life. water,
nutrients, light, food.
Competitive
exclusion principleno two species can
occupy the same niche
in the same habitat at
the same time
Predation
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Predation- when
an organism
captures and feeds
on another
organism.
Predator- hunter
Prey- hunted
Symbiosis
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Symbiosis- any relationship where
two species live closely together. (3
types)
– Mutualism
– Commensalism
– Parasitism
Symbiosis

Mutualism- both
species benefit
from a relationship.

Lichens (fungus
and Algae)
One example is the lichens, little non-descript patches of stuff you see growing on rocks and tree bark. This is a symbiosis,
consisting of a fungus and an alga. The fungus provides a protective home for the algae, and gathers mineral nutrients from
rainwater and from dissolving the rock underneath. The alga gathers energy from the sun. There are thousands of species of
lichen in the world; actually thousands of species of fungi with just a few species of algae which can form a partnership with
almost any of them.
Symbiosis

Commensalism – One
member of a symbiotic
relationship benefits and
the other is neither
helped or harmed

Ex. Holes used by
bluebirds in a tree were
chiseled out by
woodpeckers after it has
been abandoned .
Symbiosis
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Parasitism- One
creature benefits
and one creature is
harmed
Ex tapeworm.
Feeds in a humans
intestines absorbing
his/her nutrients.
Relationships: Symbiosis = Living Together
a) commensalism
b) mutualism
c) parasitism
Daily Notes
Symbiosis- any relationship where two species live closely
together. (3 types)

True or false: Symbiosis can be
between two people that live together

What symbiotic relationship happens
when two organisms benefit
– A mutualism
– B commensalism
– C parasitism
Your task create your own two
organisms for each relationship
Creature
Cratz
Gimflobby
Lunic
Majooka
Scuzit
Elladock
Thustle
Jory
Gollyper
Zumble
Coblatty
Blubussle
ORGANISM’S NEED
A pollinator to help with reproduction
A very dark environment
Help digesting its food
Lots of sun exposure
Protection from herbivores
Slime to lay eggs in
Its eyes to be cleaned
A deep hole to live in
Blood for food
An anaerobic environment
A home inside a warm moist place
A way to move around
Mutualism
Name of organism________________
 Name of organism________________
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How do they help each other?
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Now draw them!
Parasitism
Name of organism________________
 Name of organism________________
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How does one benefit?
 How is one harmed
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Now draw them!
Commensalism
Name of organism________________
 Name of organism________________

How does one benifit?
 How is one not harmed?


Now draw them!
Daily Notes
Which of these shows how energy is
usually transferred in a food chain?
4 Sight Schedule!
Testing 7:45-10:29
Pd 4 10:31
5
11:03
6
11:35
7
12:07
8
12:39
1 1:11
2 1:43
3 2:15
Daily Notes
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Please get out your 3 drawings of symbiosis
homework
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True or false: Predation is a type of
Symbiosis because it is between 2 different
species
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Match the following
Commensalism
Mutualism
Parasitism
A) ++
B) +C) +o
Relationships: Symbiosis = Living Together
a) commensalism
b) mutualism
c) parasitism
Energy Flow (Trophic
Levels)
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Producers- make
their own food
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Consumers- get
energy from
consuming
producers
Daily Notes
The diagram below shows the relationships among
organisms living in an Atlantic coast estuary.
Which of the answers below best describes the role
of the blue crab in the estuary ecosystem?
A.
carnivore
B.
herbivore
C.
producer
D.
omnivore
Producers
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Producers- use
photosynthesis to
make their food and
are called
autotrophs
Types of Consumers
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Herbivores- eat only plants
Carnivores- eat animals
Omnivores- eat both plants and
animals
Decomposers- eat dead matter (plants
and animals)
Sooooooo………
Producers- make
food
 Consumers –eat
food
 Decomposersbreak down food

Consumers
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Consumers are
heterotrophs- get
energy from other
organisms
Feeding Relationships
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Energy flows through an ecosystem in one direction
from:
–
–
–
–
1. the sun or inorganic compounds
2. To autotrophs (producers)
3. To heterotrophs (consumers)
Decomposers get energy from decomposing dead
organisms
What one below is the
food chain?
Food Chain- simple diagram that shows transfer
energy beginning with a producer and ending with a
consumer
Food Web- A complex
network of feeding
relationships.
(More realistic that a food
chain)
They can
become
very
complex!
Consumer
producer
consumer
decomposer
carnivore
omnivore
herbivore
Food chain
Food Web
Food Chain
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What one Shows the
direction of energy flow
from one organism to
another

Incorrect arrow!
Wrong Direction!
What is original source
of the energy in a food
chain?
Food web
Food Fight Collins
Writing Type 2
What organism is the most important to
begin with in all food webs? Why?
Was it easy to keep tertiary consumers
alive? Why?
What organism was the easiest to keep
up in population? What made it
easier? What were its challenges?
Ready?
Begin!
What organism is the most important to
begin with in all food webs?
Was it easy to keep tertiary consumers
alive? Why?
What organism was the easiest to keep
up in population? What made it easier?
What were its challenges?
What organism is the most important to
begin with in all food webs?
Was it easy to keep tertiary consumers
alive? Why?
What organism was the easiest to keep
up in population? What made it easier?
What were its challenges?
What organism is the most important to
begin with in all food webs?
Was it easy to keep tertiary consumers
alive? Why?
What organism was the easiest to keep
up in population? What made it easier?
What were its challenges?
TIME’s UP!
Trophic levels

Each step in a food
chain or a food web is
called a trophic level.
– Producers are the first
trophic level
– Consumers are the
second, third, or higher
trophic level

Each trophic level
depends on the one
below for energy
Energy Pyramid
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Only part of the energy
stored in one level can
be passed to the nextmost energy is
consumed for life
processes (respiration,
movement, etc., and
heat is given off)
Only 10% of the
energy available within
one trophic level is
transferred to
organisms in the next
trophic level
Biomass Pyramid
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Biomass- the total
amount of living
tissue within a
given trophic level.
A biomass pyramid
represents the
amount of potential
food available for
each trophic level in
an ecosystem.
1st 9:45
2nd 10:28
3rd 11:05
4th 11:41 (LUNCH)
5th 12:19
6th 12:56
7th 1:33
8th 2:10
The food web shown below represents the
flow of energy to all participants in an
ecosystem. Which participant, if eliminated,
would destroy the entire food web?
A Rabbit
.
B Field
.
C Hawk
.
D Grasshopper
.
DAILY NOTES
Aphids are insects that feed on fluids
from the stems of plants. After the
aphids ingest the plant fluids, they
excrete a liquid called honeydew.
Ladybugs eat aphids, which are a source
of protein for the ladybugs. Which of
these terms best describes the
relationship between the ladybugs and
the aphids? A. Mutualism
B. Parasite-host
C. Predator-prey
D. Commensalism
The only predator of the rabbit population in a meadow
ecosystem has been removed. Predict what will happen to
both the rabbit and the plant populations in the ecosystem
in the first 6 months and after 5 years. Explain the
reasons for your predictions.
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
Energy Losses
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Energy transfers are never 100 percent
efficient
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Some energy is lost at each step
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Limits the number of trophic levels in an
ecosystem
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Energy flow is a one way path! (not a cycle)
All Heat in the End
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At each trophic level, the bulk of the
energy received from the previous
level is used in metabolism

This energy is released as heat energy
and lost to the ecosystem
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Eventually, all energy is released as
heat
Biogeochemical Cycles
(Matter moving through the environment)

All living organisms need certain
elements/compounds for life
processes
– Ex: your cells need C,H,O,P,N & S in
order to live and reproduce (make more cell)

Cycles in nature keep these elements
“moving” from organisms to organism
(and sometimes into the atmosphere)
Biogeochemical Cycles
(Matter moving through the environment)
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The flow of a nutrient from the environment to living
organisms and back to the environment
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Main reservoir for the nutrient is in the environment

Transfer rates to and from reservoir are usually lower
than the rates of exchange between and among
organisms.

Matter is recycled through an ecosystem – not one way
flow
Three Categories
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Hydrologic cycle
– Water
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Atmospheric cycles
– Nitrogen and carbon
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Sedimentary cycles
– Phosphorus and sulfur
CYCLES IN NATURE
Carbon Cycle
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Carbon moves through the atmosphere
and food webs on its way to and from
the ocean, sediments, and rocks

Sediments and rocks are the main
reservoir
Carbon Cycle
diffusion
Atmosphere
Bicarbonate,
volcanic action
carbonate
Marine
food
TERRESTRIAL
webs ROCKS
Terrestrial
Rocks
photosynthesis
Land Food
Webs
Soil Water
Marine Sediments
weathering
Peat, Fossil
Fuels
Carbon in the Oceans
Most carbon in the ocean is dissolved
carbonate and bicarbonate
 Ocean currents carry dissolved carbon
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Carbon in Atmosphere

Atmospheric carbon is mainly carbon
dioxide

Carbon dioxide is added to
atmosphere
– Aerobic respiration, volcanic action,
burning fossil fuels, decomposition of
organic materials
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Removed by photosynthesis
Nitrogen Cycle
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Nitrogen is used in amino acids and nucleic acids
(all living organism need nitrogen to make
proteins)

Main reservoir is nitrogen gas in the atmosphere
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Decomposers are vital to convert ammonia into:
1. usable nitrites & nitrates for plants (nitrogen fixation)
2. nitrogen gas (denitrification = puts it back into the atmosphere)
Phosphorus Cycle
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Phosphorus is part of phospholipids and all
nucleotides
– What are these?

It is the most prevalent limiting factor in
ecosystems
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Main reservoir is Earth’s crust; no gaseous
phase (it never enters the atmosphere – like
carbon and nitrogen)
Phosphorus Cycle
mining
excretion
FERTILIZER
GUANO
agriculture
uptake by
autotrophs
MARINE
FOOD
WEBS
weathering
DISSOLVED
IN OCEAN
WATER
uptake by
autotrophs
weathering
DISSOLVED IN
SOILWATER,
LAKES, RIVERS
death,
decomposition
sedimentation
death,
decomposition
leaching, runoff
setting out
uplifting over
geolgic time
MARINE SEDIMENTS
ROCKS
LAND
FOOD
WEBS
Chapter 3 –
Communities & Biomes

Vocabulary to Know:
– Limiting Factor
– Succession
 Primary
 Secondary
– Climax Community
Community

All the populations that live together in a
habitat

Habitat is the type of place where
individuals of a species typically live

Type of habitat shapes a community’s
structure
Limiting Factors

Definition?
What factors would limit
these communities?
What is Succession &
what causes it?

Changes to a
community

Biotic Factor

Abiotic Factors
2 Types of succession

Primary
– From nothing
– Even the soil must be “created”

Secondary
– From soil
– Disaster can strike and make it start over
Primary Succession
Secondary Succession
Pioneer
Species

Species that colonize barren habitats

Lichens, small plants with brief
life cycles

Improve conditions for other species
who then replace them
Climax Community

Stable array of species that persists
relatively unchanged over time

Succession does not always move
predictably toward a specific climax
community; other stable communities
may persist
The trend of Succession
Pioneer stage  Climax
Community
Biogeography
The study of the distribution of
organisms and the processes
that underlie distribution patterns
Factors that Affect
Distribution

Geologic history

Topography

Climate

Species interactions
Climate

Average weather condition in a region

Affected by:
– amount of incoming solar radiation
– prevailing winds
– elevation
Rotation and Wind
Direction

Earth rotates
faster under the
air at the equator
than it does at the
poles

Deflection east
and west
Seasonal Variation

Northern end of Earth’s axis tilts
toward sun in June and away in
December

Difference in tilt causes differences in
sunlight intensity and day length

The greater the distance from the
equator, the more pronounced the
seasonal changes
Ocean Currents

Upper waters move in currents that distribute
nutrients and affect regional climates
Rain Shadow

Air rises on the windward side, loses
moisture before passing over the mountain
Soil Characteristics

Amount of humus

pH

Degree of aeration

Ability to hold or drain water

Mineral content
Biogeographic Realms

Six areas in which plants and
animals are somewhat similar

Maintain their identity because of
climate and physical barriers that
tend to maintain isolation between
species
Biomes

Regions of land characterized by
habitat conditions and community
structure

Distinctive biomes prevail at certain
latitudes and elevations
Biomes
Biome Chart (to fill in during presentations)
Create a Biome Table with the Following Columns:
1. Name of Biome
2. Major Location(s)
3. Avg. Temperature/climate
4. Avg. Rainfall – convert to inches
5. Major plant life
6. Major animals
7.Other – include things such as other major
identifying factors of the biome, alternate names
of the biome, limiting factors of the biome for
plants/animals, etc.
Note:
To convert rainfall from cm to in = 1cm X .39 = in
Biome
Coral
Reef
Savannah
Location
Temp.
Rainfall
Plants
Animals
Other
Chapter 4:
Population Biology
What is a population?
 What is exponential population
growth?
 What happens to a population when it
reaches its carrying capacity?

How many mice are in the following population?
Estimate!
Ready
SET
Go!
How many did you count?
What is the best way to count
them?
SAMPLING
Population Sampling

Sometimes, the entire population to be
studied is small enough for the researcher
to include the entire population in the study.
– This type of research is called a census study
because data is gathered on every member of
the population.

Usually, the population is too large for the
researcher to attempt to survey all of its
members.
– A small, but carefully chosen sample can be
used to represent the population.
– The sample reflects the characteristics of the
population from which it is drawn
Sampling Methods

There are LOTS ways to sample a
population including:
– Biased sampling, Systematic sampling, Stratified
sampling, Judgment sampling, Quota sampling,
Snowball sampling, Counting method, Hit-ormiss method, etc…

HOWEVER, the most common
methods are:
– Random and non-random sampling
– Each gives you a “best estimate” of
the population size
Population Size

Factors that affect:
– Natality
– Mortality/Fatality
– Immigration
– Emigration
Population Growth Curves

Explain what is happening to the
populations below:
Population Growth Curves

Explain what is happening to the
populations below:
Biotic Potential =
Reproductive Potential
Rate at which a population could grow
if it had unlimited resources
 If a population reached its biotic
potential it would have exponential
growth

The “J” Curve
The “S” Curve
This graph shows
a typical population
growth curve.
Under ideal
conditions a
population would
have a growth with
a slow start, then a
very fast rate of
increase and finally
the growth slows
down and stops.
Population Density

Environmental Limits
on populations

Density-dependent
–
–
–
–
–
Disease
Food
Parasitism
Predation
Competition


Intraspecific
Interspecific

Density-independent
–
–
–
–
–
Temperature
Storms
Floods
Drought
Habitat Disruption
Density Dependent


Here is a dramatic
example of how
competition among
members of one
species for a finite
resource — in this
case, food — caused
a sharp drop in
population.
The graph shows a
population crash; in
this case of reindeer
on two islands in the
Bering Sea.
Inter or Intra?
Density Dependent



This graph shows the effect of interspecific competition on the population
size of two species of paramecia, Paramecium aurelia and Paramecium
caudatum.
When either species was cultured alone — with fresh food added
regularly — the population grew exponentially at first and then leveled off.
However, when the two species were cultured together, P. caudatum
proved to be the weaker competitor. After a brief phase of exponential
growth, its population began to decline and ultimately it became extinct.
The population of P. aurelia reached a plateau, but so long as P.
caudatum remained, this was below the population density it achieved
when grown alone.
Density Independent

This graph shows the
decline in the population of
one of Darwin's finches on
Daphne Major, a tiny (100acre) member of the
Galapagos Islands. The
decline (from 1400 to 200
individuals) occurred
because of a severe
drought that reduced the
quantity of seeds on which
this species feeds. The
drought ended in 1978, but
even with ample food once
again available the finch
population recovered only
slowly.
Organism Interactions
Limit Populations


Predation
Competition
– Both types


Parasitism
Crowding/stress
The Human Population
Figure 4.10 pg 104
Demography
Vocabulary
Age Structure
 Immigration
 Emigration
 Birth/Death Rate

Age Structure Pyramids

These pyramids compare the age structure of the populations of France
and India in 1984. The relative number (%) of males and females is shown
in 5-year cohorts. Almost 20% of India's population were children — 15
years or less in age — who had yet to begin reproduction. When the
members of a large cohort like this begin reproducing, they add greatly to
birth rates. In France, in contrast, each cohort is about the size of the next
until close to the top when old age begins to take its toll.
Age Structure Pyramids


These population pyramids show the baby-boom
generation in 1970 and again in 1985 (green ovals).
Profound changes (e.g. enrollments in schools and
colleges) have occurred — and continue to occur — in
U.S. society as this bulge passes into ever-older age
brackets.
Chapter 5: Diversity &
Conservation

Importance to
nature

Importance to
people
– Oxygen
– Diet
– Medicines
Loss of Diversity
Threatened
Species
 Endangered
Species
 Extinction of
Species

Endangered Species/State
•Pennsylvania -- 17 listings
•Rhode Island -- 17 listings
•South Carolina -- 42 listings
2004 Data
•South Dakota -- 12 listings
•Maine -- 15 listings
•Alabama -- 115 listings
•Tennessee -- 96 listings
•Maryland -- 26 listings
•Alaska -- 11 listings
•Massachusetts -- 24 listings •Texas -- 91 listings
•Arizona -- 60 listings
•Utah -- 47 listings
•Michigan -- 21 listings
•Arkansas -- 29 listings
•Vermont -- 8 listings
•Minnesota -- 13 listings
•California -- 300 listings
•Virginia -- 71 listings
•Mississippi -- 38 listings
•Colorado -- 33 listings
•Washington -- 41 listings
•Missouri -- 25 listings
•Connecticut -- 19 listings
•West Virginia -- 21 listings
•Montana -- 17 listings
•Delaware -- 20 listings
•Wisconsin -- 16 listings
•Nebraska -- 13 listings
•District of Columbia -- 3 listings
•Wyoming -- 18 listings
•Nevada -- 38 listings
•Florida -- 111 listings
•New Hampshire -- 12 listings •American Samoa -- 4 listings
•Georgia -- 66 listings
•Guam -- 12 listings
•New Jersey -- 23 listings
•Hawaii -- 317 listings
•New Mexico -- 42 listings •Northern Mariana Islands -- 13
•Idaho -- 25 listings
listings
•New York -- 26 listings
•Illinois -- 28 listings
•North Carolina -- 63 listings •Puerto Rico -- 75 listings
•Indiana -- 29 listings
•Virgin Islands -- 13 listings
•North Dakota -- 8 listings
•Iowa -- 14 listings
•Outlying Caribbean Islands -- 0
•Ohio -- 26 listings
•Kansas -- 15 listings
listings
•Oklahoma -- 20 listings
•Kentucky -- 47 listings
•Outlying Pacific Islands -- 0
•Oregon -- 54 listings
•Louisiana -- 26 listings
listings
Threats to Biodiversity
Habitat Loss
 Habitat Fragmentation

– Biotic Issues
– Abiotic Issues

Habitat Degradation
– Air Pollution
– Water Pollution
– Land Pollution
Exotic Species



Non-native
organisms
that “move-in”
to a particular
area
There can be
a lack of
competitors =
exponential
growth
Can take over
the niches of
native species
Example: Page 124
Conservation

Sustainable use:
– Use what you need, but don’t damage the
ecosystem
Is this a
good
example of
sustainable
use?
Conservation
Habitat Corridors
Conservation
Reintroduction Programs
 Captivity Breeding

Example:
The Ginkgo Tree
would probably
be extinct if it
were not for
Chinese monks
keeping it in
captivity around
temples
Humans & The
Environment

Pest Control
– Benefits vs.
Problems
– EX: DDT
Humans & The
Environment

Ozone (O3) Depletion
– O3 forms a “good layer”
around the Earth
– CFC release is breaking
down the protective ozone
layer
– UV rays increase skin
cancers & other cell
mutations to plants &
animals!
Humans & The Environment

Acid Precipitation
– In the form of rain,
snow, dew or fog
– Created when gases
such as nitrogen
oxide (NOx) and
sulfur oxide (SOx),
generated in the
burning of fossil fuels
such as coal and oil,
react in the
atmosphere with
sunlight to produce
acids such as nitric
and sulfuric acid.
These acids dissolve
in rain to become
acid rain.
How is Acidity Measured?
When we observe acid
rain, acidity is measured
in units called pH.
 The pH scale is from 0
to 14

– pH 7 indicates neutral
– higher pH numbers =
alkalinity (base)
– smaller numbers = acid
 We’ll
do more on pH in the
“Biochemistry” chapter
Natural Acid Precipitation
CO2 combines with
water to form a
weak acid H2CO3
(carbonic acid)
 But we are adding
to the problem…

– by adding nitric and
sulfuric acids
Look at the “clean
rain” – it’s already
slightly acidic???
Effects of Acid Precipitation
• In Japan, rain which registers pH 5.6 or less is considered acid rain;
some 80-90% of the rain that falls in Japan in a year is acid rain.
• In Japan, acid rain with acidity equal to lemon juice has been
observed at Mount Tsukuba in 1984 (pH 2.5) and at Kagoshima in
1987 (pH 2.45). The problem is even more serious in North America
and Europe. In those regions, forests are withering and lakes
becoming uninhabitable to fish, and stone structures such as buildings
and bronze statues are being damaged by corrosion.
1970
1985
Humans & The
Environment

Global Warming
– “The Greenhouse Effect”
– Fossil fuels give off lots of CO2
– This builds a blanket around the earth
– It is predicted that the Earth temp. will
increase ~50C before 2050 = Ice age????
Carbon Dioxide
Increase

Carbon dioxide levels fluctuate seasonally

The average level is steadily increasing

Burning of fossil fuels & deforestation are
contributing to the increase
Greenhouse Effect

Greenhouse gases impede the escape
of heat from Earth’s surface
Global Warming

Long-term increase in the
temperature of Earth’s lower
atmosphere
Other Greenhouse
Gases

CFCs - synthetic gases used in
plastics and in refrigeration

Methane - produced by termites and
bacteria

Nitrous oxide - released by bacteria,
fertilizers, and animal wastes