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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. TAKS Review, Objective 3 Temperate Forest Desert Name Tundra Grasslands the Biome Tropical Taiga Rainforest TAKS Review, Objective 3 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. TAKS Review, Objective 3 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 TAKS Review, Objective 3 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. TAKS Review, Objective 3 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. TAKS Review, Objective 3 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 TAKS Review, Objective 3 Sleeper shark with eye parasite TAKS Review, Objective 3 Parasitic fluke TAKS Review, Objective 3 Parasitism – Co-evolution of Parasite and Host Adaptations of Parasite – Highly specialized physiologically and anatomically Feeding apparatus Small size, hard to see Strong, attachment apparatus Natural pain killers at feeding site TAKS Review, Objective 3 Parasitism – Co-evolution of Parasite and Host Adaptations of the Host – Defense Eyes, nose and mouth are protected by tears, mucous and saliva Grooming behaviors Natural body defenses TAKS Review, Objective 3 the TAPEWORM DIET! TAKS Review, Objective 3 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: TAKS Review, Objective 3 All energy on the earth comes from the sun. TAKS Review, Objective 3 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 TAKS Review, Objective 3 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 TAKS Review, Objective 3 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. TAKS Review, Objective 3 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. TAKS Review, Objective 3 So, as the energy moves through the ecosystem only 1/10th of it makes it to the next level! TAKS Review, Objective 3 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 TAKS Review, Objective as 3omnivores Producer TAKS Review, Objective 3 Herbivore TAKS Review, Objective 3 Omnivore TAKS Review, Objective 3 Carnivore TAKS Review, Objective 3 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 TAKS Review, Objective 3 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 TAKS Review, Objective 3 D have similar hunting patterns TAKS Review, Objective 3 10% Energy Rule – Only 10% of the energy moves up to the next trophic level. Decomposers TAKS Review, Objective 3 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% TAKS Review, Objective 3 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 . . . TAKS Review, Objective 3 Food Web TAKS Review, Objective 3 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. TAKS Review, Objective 3 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 TAKS Review, Objective 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. TAKS Review, Objective 3 Predation – Co-evolution of Predator and Prey Adaptations of the Predator – Improved efficiency at finding, capturing and consuming prey Sharp Teeth Keen senses; sight, hearing, smell Strong, fast legs Camouflage TAKS Review, Objective 3 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 TAKS Review, Objective 3 TAKS Review, Objective 3 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! TAKS Review, Objective 3 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. TAKS Review, Objective 3 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 TAKS Review, Objective 3 TAKS Review, Objective 3 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. TAKS Review, Objective 3 • How can a plant leaf be modified: -to capture more sunlight? -to receive less sunlight? -to prevent water loss? -for protection? TAKS Review, Objective 3 Water Cycle TAKS Review, Objective 3 • 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 TAKS Review, Objective 3 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 TAKS Review, Objective 3 Nitrogen Cycle TAKS Review, Objective 3 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 TAKS Review, Objective 3 Rock Cycle TAKS Review, Objective 3 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 TAKS Review, Objective 3 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. TAKS Review, Objective 3 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. TAKS Review, Objective 3 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! TAKS Review, Objective 3 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. TAKS Review, Objective 3 Phylogeny This is a phylogenetic tree. Know how to ‘read’ one! TAKS Review, Objective 3 Natural Selection ….the mechanism by which individuals have inherited beneficial adaptations produce more offspring on average than do other individuals. TAKS Review, Objective 3 Evolution The Evidence for evolution is based on: – Fossil data – DNA Sequences – Anatomical similarities – Embryology TAKS Review, Objective 3 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 TAKS Review, Objective 3 DNA Similarities TAKS Review, Objective 3 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. TAKS Review, Objective 3 Homologous Structures • Structures that are similar in more than one species • Used to support a common ancestry. • Example: Common mammal forearm / leg / flipper. TAKS Review, Objective 3 Embryological Evidence TAKS Review, Objective 3 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. TAKS Review, Objective 3 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 TAKS Review, Objective 3 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. TAKS Review, Objective 3 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 TAKS Review, Objective 3 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 TAKS Review, Objective 3 Bacteria • Bacteria, like viruses, can cause illness; however 90% of all bacteria are helpful, NOT harmful. • Beneficial? • Harmful? TAKS Review, Objective 3 TAKS Review, Objective 3