Download Biology Objective 3

Objective 3: Biology
Demonstrate an understanding of
the interdependence of organisms
and the environment.
TAKS Review, Objective 3
Biomes are
identified by biotic and abiotic
factors.
• Biotic – what kinds of plants and animals live there
• Abiotic – nonliving characteristics such as soil type,
rainfall amounts, and average temperature cycles.
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Temperate
Forest
Desert
Name
Tundra
Grasslands
the
Biome
Tropical
Taiga
Rainforest
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To what do these terms refer?
• Biosphere – The entire
area of the planet that
supports life.
• Biome – An area defined
by specific abiotic and
biotic factors.
• Community – The groups
of living things in an area
and how they relate.
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Ecology – The study of the
relationships among living
things
• Symbiosis is a close relationship between
two living things
• When both are helped it is called mutualism
• When one is helped and there is no effect on
the other it is called commensalism
• When one is helped and the other is harmed
it is called parasitism
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Mutualism . . .
Sharks are cleaned by
a little fish known
as a Remora. The
shark never eats
them since they
clean bacteria off of
the shark. Since
both species are
helped, this is
mutualism.
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Commensalism . . .
Orchids live high in treetops on the branches of
large trees. They do
not harm the tree, but
they are helped by
being raised up into
the sunshine and
receiving water.
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Parasites . . .
Parasites harm or kill
the host. A good
example is a tape
worm. It intercepts
much of the host’s
food, causing the
host to starve/be
nutrient deficient
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Sleeper shark
with eye parasite
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Parasitic fluke
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Parasitism – Co-evolution of
Parasite and Host
Adaptations of Parasite – Highly
specialized physiologically and
anatomically
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Feeding apparatus
Small size, hard to see
Strong, attachment apparatus
Natural pain killers at feeding site
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Parasitism – Co-evolution of
Parasite and Host
Adaptations of the Host – Defense
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Eyes, nose and mouth are protected
by tears, mucous and saliva
Grooming behaviors
Natural body defenses
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the
TAPEWORM
DIET!
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35 Clown fish are small reef fish that seek protection
from predators by sheltering themselves among the
stinging tentacles of sea anemones. Clown fish are
very territorial and can potentially scare off
predators of sea anemones. This relationship is an
example of -A neutralism This is not a type of symbiosis Incorrect
Since both are helped, it
B mutualism
is of mutual benefit
C parasitism Neither is harmed so this is incorrect
D commensalism
Means only one is being helped and the relationship
has no effect on theTAKS
other
also3 incorrect
Review,–Objective
What is helped?
Both the ants and the tree.
This is the definition of:
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All energy on the earth comes
from the sun.
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Primary Productivity
All photosynthetic organisms take the light
from the sun and convert it to chemical
stored energy. This chemical energy is an
organic compound.
Organic means having carbon
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18 Energy used
byby
producers
in a
Used
producers
grassland food web is provided byF sunlight
This is a process, not
an energy source.
G photosynthesis
H and J are elements
which are types of
matter, not energy.
H oxygen
So the answer should
be:
J carbon dioxide
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F
Energy Diagrams - FLOW
At one end of the diagram are plants.
Plants are called producers since they
are capable of turning sunlight into
food by photosynthesis. They pass
10% of the energy they absorb to
animals that eat them.
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To understand the flow of energy lets say
that when energy leaves the sun it is worth
100 dollars.
Next when the plant makes food the
energy is now worth 10 dollars
When the rabbit eats the plant the energy
is worth 1 dollar.
When the wolf eats the rabbit it is worth
0.1 dollars or 10 cents.
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So, as the energy moves through the
ecosystem only 1/10th of it makes it to
the next level!
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Consumers
1st Order Consumers: eat
only plants and are
also called herbivores.
2nd Order Consumers: eat
only animals and are
called carnivores.
3rd Order Consumers:
animals that eat other
animals and plants.
They are also known
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as 3omnivores
Producer
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Herbivore
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Omnivore
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Carnivore
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The Detritivores…a special case
- worms, fungi, and bacteria - all survive
by ‘eating’ the dead things (detritus) and
returning the nutrients to the soil and air.
If these creatures cause the decay they
are called decomposers.
They are on all trophic levels except the
first
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39 Wolves and hawks are at the same trophic level
because they —
trophic level
A both live on land
st , 2nd or
Means
1
B are both large mammals
rd Order
3
C both eat primary consumers
Consumer
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D have similar hunting
patterns
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10% Energy Rule –
Only 10% of the energy moves up to
the next trophic level.
Decomposers
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If we apply the 10% rule, 10% of the
1000
kcal of the plant how
is consumed
43 Approximately
much
(100
andavailable
10% of thatinisthe
10
of
thekcal),
energy
kcal which is 1% of the original
tissues of the producer is
1000kcal, but only 3 kcal is available
eventually
incorporated
into
to the tissues so it is A.
the tissues of a secondary
consumer?
A Less than 1%
B Between 20% and 30%
C Approximately 50%
D More than 50%
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Food Chain – One of many
feeding relationships in a
community
• Arrows in a food chain
show the direction of
energy flow.
• This is not the only
feeding relationship for
these organisms.
• When several or all of
the food relationships
are shown it’s a . . .
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Food Web
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Food Webs
• Food webs attempt to
show all the feeding
relationships in a
community.
• The direction of the
arrows shows the
direction of energy flow.
• At the bottom of every
web and every chain is a
plant. These are the only
things that can turn
sunshine into food.
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37 Which of these groups of
organisms would most likely
have accumulated the largest
concentration of a long-lasting
Since the Gulls are at the
chemical pollutant in their
top of the food web, they
bodies?
would have the highest
A Phytoplankton
accumulation of
B Zooplankton
everything but energy.
C Lake trout
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3
D Gulls
Predator and Prey
Prey are the animals that
are eaten as a food
source for the . . .
The predator is the
hunter animal. The
population of the
predator must be less
than the prey or they do
not have enough food.
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Predation – Co-evolution of
Predator and Prey
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Adaptations of the Predator – Improved
efficiency at finding, capturing and
consuming prey
Sharp Teeth
Keen senses; sight, hearing, smell
Strong, fast legs
Camouflage
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Adaptations of the Prey – Improved
efficiency at hiding, evading and avoiding
being eaten.
Sharp Teeth
Keen senses; sight, hearing, smell
Strong, fast legs
Camouflage, Spines, ….
Bad Taste / Warning Coloration /
Mimicry
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What could be done to increase the
predator population?
24 Which of the following is most likely
to cause increases in a predator
population?
F Fewer prey Reduces available food – Nope!
G A reduction in competition
Fewer predators, they
H More parasites would
Fewer
predators
and prey;
be sick
or dying!
J A period of drought they’d be gone looking for
water!
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Population (100s)
Carrying Capacity
Time (months)
P rey
P redat or
• Carrying capacity is the maximum number of a specific
population that an area can support (with enough food and
other living requirements). It is shown by a line on
population graphs for a specific species.
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2 Because of this animal’s adaptations, it
would be most successful at —
F competing with
birds
G making its own
food
H hiding from
predators
J running very
rapidly
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And the answer is?
• H hiding from predators.
• Its not a plant, so it can’t
make food.
• It has no wings, so it can
not compete with birds.
• Although it has long
legs, it doesn’t seem
balanced for running.
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• How can a plant leaf be modified:
-to capture more sunlight?
-to receive less sunlight?
-to prevent water loss?
-for protection?
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Water Cycle
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• Precipitation (rain,
snow) falls
• Plants transpire &
evaporation takes
water back into
clouds
• The ground filters
the water run-off
into the lakes
where it
evaporates
21 The diagram shows
physical changes that
occur in the water
cycle. Which of these
shows
condensation?
AQ
BR
C S Precipitation
Run Off of
D T ground water
Evaporation
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Carbon Cycle
• Glucose C6H12O6 is
produced by plants,
eaten by animals.
Photosynthesis
• Animals and plants
exhale CO2 which is
taken in by plants to
make glucose
Cellular Respiration
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Nitrogen Cycle
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Nitrogen Cycle
• Lightening and bacteria
in the ground “fix”
Nitrogen into a form
usable by plants
• N is absorbed by plants,
through their roots as
nitrates, so they can be
used to build amino
acids essential for
building proteins,
enzymes and the
nitrogen bases of DNA
Nitrogen-fixing Rhizobium
on plant roots
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Rock Cycle
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Man’s Effects on the Environment
• Ozone O3 is a protective layer at the top of the
atmosphere.
• However, when it occurs near the ground, it is
very harmful to all living things, it is SMOG
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Man’s Effects on the Environment
• More than 90% of
fresh water is locked
in ice at the polar
caps and in glaciers.
• Much of the fresh
water is polluted by
land run-off, dumping
of wastes and excess
heat directly into
lakes, oceans and
rivers.
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Man’s Effects on the Environment
Global warming, also
called the Greenhouse
Effect is caused by
excess burning of fossil
fuels and destruction of
our oxygen-producing
Protista in the oceans
and deforestation on
land. Fewer plants
means less oxygen and
more CO2.
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54 Which of these activities can help
conserve natural resources?
iscardboard
a phrase associated with
F What
Recycling
boxes
ecology?
G Washing small loads
Yes! Recycle!
of laundry
Not saving water!
H Driving large cars
J Building wooden
Wasting fuel!
fences
Cutting down trees
that give oxygen and
clean air!
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Evolution:
the process of change over time
• There are natural variations in all populations.
• As climate changes occur, and as pressures in
terms of food, space, shelter and predation
occur, some variations allow a species to
survive; others do not.
• Some members who survive, reproduce
causing the beneficial variation to become a
predominant characteristic of the species.
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Phylogeny
This is a
phylogenetic
tree.
Know how to
‘read’ one!
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Natural Selection
….the mechanism by which
individuals have inherited
beneficial adaptations
produce more offspring
on average than do other
individuals.
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Evolution
The Evidence for
evolution is
based on:
– Fossil data
– DNA Sequences
– Anatomical
similarities
– Embryology
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Fossils – evidence of evolution
• imprints or remains of
living things.
• in undisturbed layers of
sedimentary rock, the
deeper, the older
• give information about
extinct species
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DNA Similarities
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Homologous vs. Analogous Structures
• Homologous means
• Analogous means
structures have the same
structures have the same
origin, but may be
function but come from
different now.
different origins.
• Example, the upper arm • Example, bird wings and
bones in dogs, cows, cats
wings of bats.
monkeys, and birds.
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Homologous Structures
• Structures that are
similar in more
than one species
• Used to support a
common ancestry.
• Example:
Common mammal
forearm / leg /
flipper.
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Embryological Evidence
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Embryology
• All vertebrate embryos
have similar structures.
• All have a tail, buds that
become limbs, and
pharyngeal pouches.
• We lose the tail.
Mammals, birds, and
reptiles lose the
pharyngeal pouches…in
fish and amphibians
they become gills.
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Speciation:
separation into new species
• Geographic isolationcan cause two
different natural
variations to become
prominent causing 2
separate species
• Reproductive
isolation- can have the
same effect
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What is extinction and what causes
it?
• A population is extinct when the last of that species is
dead.
• Example: There are no more dinosaurs.
• What happened? Their habitat was destroyed. When
they no longer have what they need to live; they die.
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Viruses
• Viruses are not alive
because they can not
reproduce on their
own, and
• They do not grow and
develop and
• They do not exchange
with their environment
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Viral Illnesses
• Measles, mumps, colds,
HIV, influenza, cold sores,
mononucleosis, and
Epstein-Barr virus are all
illnesses that are caused
by a virus
• A Virus is has a coat, a
‘core’ inside of DNA or
RNA, and some type of
attachment appendage
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Bacteria
• Bacteria, like viruses, can cause illness;
however 90% of all bacteria are helpful, NOT
harmful.
• Beneficial?
• Harmful?
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