Download Terrestrial Ecology new student ES

___________ Ecology
Organization, Trophic Levels, Cycles,
Biomes, & Succession
ECOSYSTEMS AND ORGANISMS
THE NATURE OF ECOLOGY

_______ is a study of
connections in nature.

How ________ interact
with one _________ and
with their _________
environment.
Figure 3-5
Important _______ ______ for
Terrestrial Environments
The _________ conditions influence the habitat in
which an organism lives. These include:
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___________
Oxygen
_______
Precipitation
_____
Soil
____________
Latitude – distance from equator
_______ – distance above/below sea level
Law of ___________

The law of tolerance states that “For each _______ factor, an
organism has a _______ of tolerances within which it can
________.”
Tolerance range
Number of organisms
Optimum range
Unavailable
niche
Examples of abiotic
factors that influence
size of the realized niche
Marginal
niche
Too
acidic
Too cold
Preferred
niche
Marginal Unavailable
niche
niche
pH
Temperature
Too
alkaline
Too hot
Abundance of organisms
Upper limit of
tolerance
Few
No
organisms organisms
Population size
Lower limit of
tolerance
No
Few
organisms
organisms
Zone of
intolerance
Low
Zone of
physiological
stress
Optimum range
Temperature
Zone of
physiological
stress
Zone of
intolerance
High
________ __________

The _________ population of a
particular species that a given
habitat can _________ over time.
________ Growth Cycle
Limited __________
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A population can grow until ________for
limited resources increases & the_______
________(C.C.) is reached.
Typical _________
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1. The population __________ the C.C.
2. This is because of a __________ time
____ (the period required for the birth rate
to fall & the death rate to rise).
3. The population has a _______ or
crashes.
4. The carrying capacity is _________.
A: Represents the _______ potential of the species
B: Shows how the population __________ the carrying capacity
C: Represents the ____________ growth
D: Represents __________ growth
E: __________ capacity- the maximum number of individuals that
can be supported by a particular ecosystem.
Habitat ______
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______ – shelter; trees, shrubs,
etc.
______
_______
___________ Vs. ___________
_______________
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Chemicals organisms need
in _______ numbers to
live, grow, and reproduce.
Ex. carbon, oxygen,
hydrogen, nitrogen,
calcium, and iron.
_______________
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These are needed in
______ or even trace
amounts.
Ex. sodium, zinc copper,
chlorine, and iodine
Biological ____________
‣ Living organisms can
be studied at different
levels of ___________.
‣ From ______ to _____
complex, these levels
are (in an ecological
context):
Individual
Population
Community
Ecosystem
Biome
Biosphere
Biosphere
Biome
Ecosystem
Community
Population
Individual
Organisms and Species

__________ are classified into different
________ based on certain ____________.
____________
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Biodiversity - the many forms of life found on the
Earth.
 ________ Diversity – variety of genetic make-up
w/in a single species
 ________ Diversity – variety of species in
different habitats on the Earth
___________
 It gives us food, wood, energy, free recycling,
purification & natural pest control.
____________
 Genetic tests, count/release, and tagging.
Species Diversity and Niche
Structure: Different Species Playing
Different Roles
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Biological communities differ in the ______ and
_________ of species they contain and the
ecological roles those species play.
_______ ________: number of different species it
and their abundance
 _______ ________: number of species present in a
sample, community, or taxonomic group
 _______ ________: how close in numbers each
species in an environment are to each other
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TYPES OF ____________
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Native, nonnative, indicator, keystone, and
foundation species play different ecological
roles in communities.
_________: those that normally live and thrive
in a particular community.
 __________species: those that migrate,
deliberately or accidentally introduced into a
community.
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_________ Species:
Biological Smoke Alarms
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_________ that serve as early _________ of
_______ to a community or an ecosystem.
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Presence or absence of ______species because they
are sensitive to __________ and _________ levels.
Case Study:
Why are _____________ Vanishing?
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_______ serve as _______ species because
different parts of their life cycles can be easily
disturbed.
Figure 7-3
Case Study:
Why are Amphibians Vanishing?
________ loss and ______________.
 Prolonged drought.
 ____________.
 Increases in ___________ radiation.
 Parasites.
 Viral and __________ diseases.
 Overhunting.
 Natural ___________ or deliberate introduction
of nonnative predators and competitors.
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__________ Species: Major Players
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__________ species help determine the
________ and ______ of other species in
a community thereby helping to _______
it.
____________ Species:
Other Major Players
Expansion of keystone species category.
 Foundation species can ______ and
________ habitats that can benefit other
________ in a community.
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___________ push over, break, or uproot trees,
creating forest openings promoting grass
growth for other species to utilize.
_________ of the Honey _____
http://youtu.be/1ZlJbDshqD8
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Exhibiting Colony
________ Disorder.
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US _____decline in
some areas.
Pollution?
Pesticides?
Diseases?
Neonicotinoids?
Key ________ species
for eco-concerns.
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____ US food supplies
in danger.
____________
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A _______ of individual organisms of the same
________ living w/in a particular area.
 May be difficult to define because:
Population may comprise widely dispersed
individuals which come together only
_____________, e.g. for mating.
 Populations may _________considerably over time.
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______________
The population of ____ species ______
& __________ in an area.
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____________
________
factors
Physical
environment
atmosphere
temperature
soil
water
wind speed
Community
________
factors
competitors
symbionts
predators
parasites
pathogens
wind direction
current velocity
Figure 3-6
_________
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An organism’s habitat is the _________ place or
environment in which it lives.
Organisms show a ____________ for a particular
habitat type, but some are more specific in their
_____________ than others.
Lichens, fungi & algae or bacteria, are
found on rocks, trees, and bare ground.
Most frogs, like this leopard frog, live in or
near fresh water, but a few can survive in
arid habitats.
___________ _______
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The ecological niche
describes the
functional ________
or _____ of an
organism
in its environment.
A niche comprises:
the ________ in
which the
organism lives.
the organism’s
activity ________:
the periods of time
during which it is
active.
The _________ it
obtains
from the habitat.
Adaptations
Habitat
Activity
patterns
Presence of
other organisms
Physical
conditions
Consumers: Eating and Recycling to
Survive
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_________ (heterotrophs) get their food by
eating or breaking down all or parts of other
organisms or their remains.
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______________
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Primary consumers that eat ___________
____________
Secondary consumers eat primary consumers
 Third and higher level consumers: carnivores that
eat carnivores.
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Feed on _______ plant and animals.
____________
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An organism that uses ______ energy
(green plant) or _______ energy (some
bacteria) to manufacture its food.
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Autotrophs
Chemotrophs
__________________
Producers: Basic Source of ___ Food
The
process in which ________ is
synthesized by _______.

Most producers capture ________ to produce
_______________ by photosynthesis:
________________
Biological conversion of one or more carbon molecules (______ or
________) and nutrients into ________ matter using the oxidation of
________ molecules (hydrogen gas, hydrogen sulfide) or methane as
a source of _________.
.
- No photosynthesis required.
“Bush Hill” in the Gulf of Mexico
-Bushes of tube worms
- survive off hydrocarbon vents
-Deep cold waters in the gulf
___________
_________ Consumers:
___________
 Organism that feeds on
________.
__________ Consumers:
__________ or ____________
 Organisms that feeds mostly
on ________ consumers.
Most are animals, but some
are plants (Venus fly-trap).
Consumers Continued
___________ Consumer
_________ or Omnivore
 Animals that feed on
animal-_____ animals. Ex.
hawks, lions, bass, and
sharks
__________ Consumer
__________ or Omnivore
 Animal that feeds on
_________consumers. Ex.
humans.
______________
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As plant or animal matter _____ it will
________ down and return the chemicals
back to the ______.
This happens very quickly in _________
_________ which results in ___________
soils.
__________ have the deepest and most
nutrient rich of all soils
_____________ and ___________
‣ _____________ are organisms that _______ nutrients in
ecosystems causing decay by breaking down compounds
and include bacteria and fungi.
‣ ______________are insects or other _________ that feed
on wastes or dead bodies.
Detrivores obtain nutrients from decaying
organic matter
Fungus & Bacteria are
decomposers.
Decomposers and Detrivores
____________: Recycle nutrients in ecosystems.
 ____________: Insects or other scavengers that feed on
wastes or dead bodies.
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Figure 3-10
Heat
Abiotic chemicals
(carbon dioxide,
oxygen, nitrogen,
minerals)
Heat
Solar
energy
Heat
Producers
(plants)
Decomposers
(bacteria, fungi)
Heat
Consumers
(herbivores,
carnivores)
Heat
Fig. 3-11, p. 62
Energy ______ in Ecosystems
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Energy flow through a __________ can be shown as
a food chain or a food web
 ___________– shows one pathway of how
energy can move through a system.
 __________– shows many pathways that energy
can move through a system.
_________________
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Determines how _______ & ________move from
one organism to another through the ecosystem
_______ – point from the producer to the
consumer(points to who eats it)
_______ _________
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Shows the ________ in ______ energy
available at each succeeding _______
level in a food chain or web.
________ Levels
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Energy ________ is one
way to show how energy
moves.
All organisms assigned
_______ of producers or
consumers.

Producers at ______ of
the pyramid as they are
eaten first.
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Amount of energy is lost, or
decreases, as more
organisms eat each other.
Called ____ rule.
________ by 10% to figure
out how much energy is left
______.
Energy Flow in an Ecosystem: Losing
Energy in Food Chains and Webs
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__________
_______:
percentage of
_______ energy
transferred as
biomass from one
trophic level to the
next.
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10,000 x .10 =
1,000
Figure 3-14
_____% Rule
In accordance with the ____ law of ____________,
there is a ______ in the amount of energy available
to each succeeding organism in a food chain or web.
 We assume that _____of the energy at each energy
level is ____ because the organism uses the energy.
(____)
 It is more ________ to eat _______ on the energy
pyramid. You get more out of it!
 This is why top predators are ____ in number &
_________ to extinction.
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____________
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The _______ matter produced by
plants; ______ weight.
_______from wood, garbage &
agricultural waste.
Can be used for _________energy!
Relationship Between _________
and _______
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Biomass is _____weight & represents
the chemical energy ______ at each
energy level.
______ is neither a source of energy,
nor has any ___________ value.
To find biomass ___________ –
samples are taken, ________, &
_________
___________
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Two kinds of organisms, such as
lions and zebras, are said to have a
______________ relationship.
__________
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Organism that captures and
_____ on parts or all of
another _________.
______
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Organisms that ___
captured & serves as a
source of ______ for
another animal.
______________ Cycles
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__________frequently exhibit marked population cycles of
high and low density that have a certain, predictable
periodicity. This is an example of __________feedback.
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Records of the Canada lynx over a 90 year period revealed a cycle
of population fluctuations that repeated every 10 years (below).
These oscillations closely matched, with a lag, the cycles of their
principal prey item, the snowshoe hare.
Importance in Population ______
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Predators usually kill the _____, _____, or
_____.

This helps to let the rest of the prey have
______ access to the available ______
supply.
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It also improves the _______ stock.
Relationships to Human
Population ______

Infectious
_______can
control humans.
Ex. the _______
_______.
SPECIES _______________:
COMPETITION AND PREDATION
Species can ________ through
competition, predation, parasitism,
mutualism, and commensalism.
 Some species evolve ________ that allow
them to ______ or _______ competition
for resources with other species (resource
_________).
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__________ - two species live in
____ association for ____ periods
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_______– ____ species (parasite)
feeds on part of ______ species (host)
by living on or in it for a large portion
of host's life.
__________– one species _______but
doesn't harm or help the other
_________– _____ species benefit
_______: Sponging Off of Others

Although parasites can _____ their _____,
they can _______ community biodiversity.
Some parasites live in host (________,
tapeworms).
 Some parasites live _______ host (fleas, ticks,
mistletoe plants, sea lampreys).
 Some have little contact with host (dumpnesting birds like cowbirds, some duck species)
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_________: Win-Win Relationship
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Two species
can interact in
ways that
benefit ____ of
them.
Figure 5-9
____________: Using without Harming
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Some species
interact in a
way that _____
one species but
has _____ or
___ effect on
the other.
Figure 5-10
CYCLES
Biosphere
Carbon
cycle
Phosphorus
cycle
Nitrogen
cycle
Water
cycle
Oxygen
cycle
Heat in the environment
Heat
Heat
Heat
______ ______
_________ Cycling
‣
‣
Gaseous carbon is fixed in process of
___________and returned to
atmosphere in ___________
Carbon may remain locked up in sinks
or __________ that are biotic or abiotic
for long periods of time,
‣
‣
Burning fossil fuels
e.g. in the wood of trees, oceans or in
fossil fuels such as _____ or _____.
Carbon enters living part of cycle
through ________________.
‣
‣
‣
‣
Carbon is cycled back through system by
3 ways.
1. _______________ – breathe out carbon
dioxide
2. ______________ – burning of wood or
fossil fuels
3. __________ – sea or waves erode
limestone
Petroleum & Coal
Transport overland: net movement of water vapor by wind
_____ ______
Condensation conversion of
gaseous water vapor into liquid
water
Precipitation
(rain, sleet, hail, snow, fog)
Rain clouds
Evaporation
from inland
lakes and rivers
Precipitation
to land
Transpiration
Evaporation
from the land
Precipitation
Precipitation
over the
ocean
Surface runoff
(rapid)
Water locked up
in snow and ice
Transpiration
from plants
Evaporation
Evaporation
from the
ocean
Rivers
Ocean storage
97% of total water
Lakes
Infiltration: movement
of water into soil
Aquifers: groundwater
storage areas
Percolation: downward
flow of water
Groundwater movement (slow)
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____________ - water changes from a liquid
form to an atmospheric gas.
______________ - Water evaporates from the
leaves of plants.
Water vapor __________ into tiny droplets
that form clouds.
The water returns to Earth’s surface in the
form of ________________.
Water enters streams or seeps into soil where
it enters plants through their roots.
_________ ______
Effects of Human _________
on the __________ Cycle
We _______ large amounts of ________
from the earth to make _________.
 We _______ phosphorous in _______ soils
by clearing ________.
 We ________ excess phosphates to ______
systems from runoff of animal _______ and
___________.

____________

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Bacteria are ____ as important in the phosphorus cycle
as in the nitrogen cycle.
Phosphorus is ____usually found in the _______ or in
a gas state _______ as ______.
The phosphorus cycle is _____ and phosphorus is
usually found in _____ formations and ocean
________.
Phosphorus is found in ________ because most soil is
deficient in it and plants need it.
Phosphorus is usually ________ in water and is not
found in most aquatic environments.
_______ ______
________

Nitrogen – _____ of atmosphere but unable
to use it that form (N2).

________ must change it so we can use it.

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Nitrogen ________ – combining nitrogen with
hydrogen to form ammonia.
This is the ______ step of the nitrogen
cycle where specialized bacteria _____
gaseous nitrogen to ______ that can be
used by plants. This is done by
cyanobacteria or bacteria living in the
nodules on the _______ of various plants.
____________

Ammonia is converted to nitrite, then to
nitrate
____________
Plant
roots _____ ammonium ions and
nitrate ions for use in making molecules such
as DNA, amino acids and proteins.
_______________

After nitrogen has served its purpose in
living organisms, decomposing bacteria
convert the nitrogen-rich compounds,
wastes, and dead bodies into simpler
compounds such as ammonia.
________________
•Nitrate ions and nitrite ions are converted into
nitrous oxide gas and nitrogen gas.
This happens when a soil nutrient is reduced
and released into the atmosphere as a gas.
Effects of Human __________
on the _________ Cycle

We alter the nitrogen cycle by:
Adding ______ that contribute to _____ rain.
 Adding nitrous _____ to the atmosphere through
farming practices which can warm the
___________ and deplete _______.
 Contaminating ________ water from nitrate ions in
inorganic ____________.
 Releasing nitrogen into the _________ through
_____________.

Figure 14 Nitrogen Cycle
Bacteria carry out many important steps including
conversion of atmospheric nitrogen into a usable
form, ammonia.
SO2 from
combustible
fossil fuels
________ _______
Sulfates in the atmosphere (SO42-)
Acid
precipitation
SO2 and sulfates
from volcanoes,
hot springs and
biogenic activity
Sulfur in living organisms
Decomposition and
other processing
Mining
Uplifting in
groundwater
and and
weathering
Sulfates in
soil(SO42-)
Reduced sulfur
(H2S)
Microorganisms
Inorganic
sulfur
Sulfur in fossil
fuels
Iron sulfides in deep
soil and sediments
Sulfates in
water (SO42-)
Uptake by
plants
Sedimentation of
sulfides and sulfates
Organic deposition
Sulfur Cycling
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Sulfur is naturally occurring in
________or _________forms and is a
sedimentary cycle.
Sulfur is an essential component of
__________and is important in
determining the _________of
precipitation, surface water, and soil.
Sulfur ___________through the
biosphere as:
Sulfur in petrol
Molecular bridges in proteins
hydrogen sulfide (H2S), sulfur dioxide
(SO2), sulfate (SO42-), and elemental
sulfur (S)
Elemental sulfur
Effects of Human _______
on the Sulfur Cycle

We add sulfur _______ to the atmosphere
by:
_________coal and oil
 ________ sulfur containing petroleum.
 Convert sulfur-containing _______ ores into
free metals such as copper, lead, and zinc
releasing sulfur dioxide into the
_____________

BIOMES
_________


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Major ______ characterized by its climate,
soil, plants, animals, and other organisms
that live there.
The most important factors in a biome are
__________ and ___________.
Biomes tend to converge around ________
lines on the globe.
________ and Weather_______

__________ air cells circle each hemisphere of the Earth and
distribute rainfall in different ecosystems and biomes.
The interaction of these cells is a major contributor the formation
of biomes.
Rising air allows
cloud formation in
temperate regions
Air rising at the
equator causes the
formation of rain
clouds
After losing its
moisture, dry air
descends
Dry air
descends at
the poles
Hadley
cell
Polar
Temperate
Desert
Tropical
Ferrel
cell
Desert
Polar
cell
Temperate
Polar
CLIMATE: A BRIEF
INTRODUCTION
___________ is a ______ area’s _____-term
physical conditions such as temperature and
precipitation.
 _________ is a region’s ______ weather
conditions over a _____ time.


Latitude and elevation ( altitude) help determine
climate.
Earth’s Current Climate Zones
Figure 7-2
BIOMES:
CLIMATE AND LIFE ON LAND

Different _______ lead to ________
communities of organisms, especially
_________.

Each biome contains _____ecosystems whose
communities have adapted to _________ in
climate, soil, and other environmental factors.
BIOMES:
CLIMATE AND LIFE ON LAND
BIOMES:
CLIMATE AND LIFE ON LAND

Biome type is determined by ____________,
____________, and ______ type
Figure 7-9
___________

______ regions (annual rainfall generally less than ____ cm). The desert
biome is found in two belts, centered at _____latitude north and south of
the Equator and covers _____of Earth.

Deserts receive most of their rainfall in ________. The ________
regions are in central Australia and the middle of the Sahara Desert in
Africa.
Organisms include __________ tolerant plants and animals.
Ayres Rock, Australia
Sand dunes, Namibia
DESERT BIOMES
________ BIOMES

Forests have enough
_______ to support
stands of _____ and
are found in
_______,
_________, and
______ regions.
______ (_____ forest or N. coniferous)


_______ the tundra (northern part of N. America
& Russia). Covers ___% of earth’s land.
Winters are ______, dry & cold w/ sunlight 6 to
8 hours a day. The summers are _____ and
mild, w/ sunlight ____ hours a day.
___________ BIOMES




High-elevation ________ of
biodiversity
Contain taiga and tundra like
conditions and organisms.
Often have ______-covered
peaks that ______ solar
radiation and gradually
release _______ to lowerelevation streams and
ecosystems.
Play critical role in
___________ cycle.
Figure 7-17
__________ Coniferous Forests
Consist mostly of
________
evergreen trees that
keep their _____
year-round to help
the trees _______
long and cold
winters.
 Also called boreal
or taiga. Can be
found in elevated
areas as well.

_________ Rainforest

Near the ________. It has ____
temperatures, high ______ & heavy
________.
Tropical Rain Forest

Tropical rain forests
have _____ rainfall
and a _____ diversity
of species.
Have year-round
___________ warm
temperatures and high
humidity.
 Dominated by
broadleaf
_______trees.
 Nutrient ______ soil

Figure 7-14
Tropical Rain Forest

Filling such _____ enables species to _____
or minimize ___________ and coexist
Figure 7-15
___________ Rain Forests

_______ areas support huge cone-bearing
evergreen trees such as _______ and
_________in a cool moist environment.
Temperate ___________ Forest

It has ________ temperatures, long, warm
summers, cold winters &lots of ____. Trees
include oaks, hickory, maple, and beech.
Temperate deciduous forest
Temperate ___________ Forest
Most of the trees
survive winter by
_________ their
______, which
decay and produce a
nutrient-____ soil.
 Broadleaf deciduous
trees.
 ______ has one of
largest.

Figure 5-22
______________

The rainfall is ______ & ____ are
common. It has______& ____
that are good for grazing animals.
GRASSLANDS AND CHAPARRAL
BIOMES
__________




__________ & ___________ grassland.
_____ all year long with alternating wet & dry seasons.
Has grasses with widely ______ clumps of trees.
Contain ________ resistant and ______ resistant plants.
_________ (temperate grassland)


These are _________ areas. ________ climate with
mile winters & wet, w/ summers being long, hot, &
dry.
Has dense thickets of spiny ______ that are subject
to periodic _______.
__________ Grasslands or ________
The _____ winters
and _____ dry
summers.
 Highly _________,
have deep and
________ soil that
make them ideal for
growing _____ and
grazing ______.

Figure 7-12
_______ (_____ grasslands)

Covers ___% of earth’s land. Most of the
year, these ______ plains are bitterly cold
with ice & snow. It has a 6 to 8 week summer
w/ sunlight nearly ____ hours a day.
Tundra or Polar Grasslands



Found in _______ or
high in __________
Covered with ice and
snow except during a
______ summer.
 Dominated by
____________
perennial plants.
Has 1 inch layer of
frozen soil called the
_________.
SUCCESSION
__________

The process where _____& _______
of a particular area are ______ by
other more ________ species over
__________ Succession

Primary begins with a _______ area where there
is ___ soil (ex. bare rock, glacier moraines,
newly formed volcanic islands). Soil ________
begins with lichens or moss.
_________ Succession
.

Secondary begins in an area where the
natural community has been ________,
_________, or ________, but soil or
bottom sediments remain

cyclone damage, forest fires, hillside slips
and clear-cutting.
_________ Communities

_____ structured species.
_______ niches, ____ species interactions.

Ex. Lichens and moss.

________ Communities




Dominated by a few, _________
plant species.
_______ organism.
Narrow _____
______species
Interactions.
_______

Land or rock  lichen  small shrubs 
large shrubs  small trees  large trees
Water – bare bottom  small/few
underwater vegetation  temporary pond
and prairie  forest and swamp
HUMAN AFFECTS ON
TERRESTRIAL BIOMES
HUMAN ______ ON
TERRESTRIAL BIOMES
Ecosystems are constantly _________ in
response to changing environmental ________.
 Human activities have ________ or
_______more than ____ of the world’s
terrestrial ecosystems.
 Humans have had a number of specific harmful
effects on the world’s deserts, grasslands,
forests, and mountains.

_____________

______destruction- Humans
eliminate wildlife _______.
Introduction of Non-native
(_______) species





They displace ______ species
They _______ biodiversity
The can adapt very ______ to local habitats
They contribute to habitat ________
They can ___________ very ________
___________ of Species


Ex. The ________ chestnut had a fungu
that spread & virtually eliminated the
_________ chestnut.
Kudzu. Pg. 201
__________

Over-hunting/hunting of top predators
for big game.
__________

CFC’s, CO2, oil spills.
____________

Cut/burn techniques & the loss of habitat.
__________


Habitat _________ - Trying
to rebuild what was ______
___________-Returning
vegetation to an area that has
been ______ or ______by
human use.
 Can be done by
___________, cleaning
up pollution, regulations
(_____) or any other
activity designed to
“____” a destroyed area.
Natural Capital Degradation
Desert
Large desert cities
Soil destruction by off-road
vehicles
Soil salinization from
irrigation
Depletion of groundwater
Land disturbance and
pollution from mineral
extraction
Natural Capital Degradation
Grasslands
Conversion to cropland
Release of CO2 to atmosphere
from grassland burning
Overgrazing by livestock
Oil production and off-road
vehicles in arctic tundra
Natural Capital Degradation
Forests
Clearing for agriculture, livestock
grazing, timber, and urban
development
Conversion of diverse forests to tree
plantations
Damage from off-road vehicles
Pollution of forest streams
Natural Capital Degradation
Mountains
Agriculture
Timber extraction
Mineral extraction
Hydroelectric dams and
reservoirs
Increasing tourism
Urban air pollution
Increased ultraviolet radiation
from ozone depletion
Soil damage from off-road
vehicles