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Ecology Unit
I. Energy Flow in the environment
A. 3 Energy Roles
1. _PRODUCERS___ – make their own food; __1st part, largest population__ of a food
chain in the biome. Ex.: rose, sunflower, willow tree, all plants
2. Consumers – consume (eat) __producers__ either directly or indirectly as they cannot
_create their own food energy__.
a.) Primary Consumers have the first tier of consumers on the trophic level diagram.
These are normally herbivores – plant eaters only ex.: deer, cow, etc.
b.) _Secondary_ consumers – These can be omnivores or carnivores. They consume
food from the primary consumer level. ex.: chimp, bass, mountain lion, etc
c.) _Tertiary_ consumers – The top level of a trophic level. Organisms listed here
depend on the ecosystem. They eat organisms from the lower levels, but do not have
a predator themselves.
3. Decomposers – break down dead and decaying organisms into ___nutrients
the soil and water___.
for
(* Nitrogen is the most important nutrient being placed
back into the soil.) Ex.: worm, _bacteria (largest # of decomposers), fungi, mold
B. Food (energy) movement
1. Food chain – a series of events where food moves from _one organism to another. Ex.:
sunflower
humans
bacteria
2. Food web – shows _feeding
relationships_ between producers, consumers, and
decomposers in an ecosystem tied together by _energy flows.IN OTHER WORDS
Food web- shows feeding relationships in an ecosystems: predator and _PREY__
relationship; dead animals and _DECOMPOSERS__; shows relationship between
producers, consumers, and decomposers in an ecosystem tied together by energy flows…
a.) Draw arrows from _PREY__ to the _PREDATOR__:
prey goes
“INTO” the predator just as the food we eat goes in our mouths.
b.) Every time you create a food web label each organism with producer, primary
consumer, secondary consumer, tertiary consumer or decomposer – remember primary
consumer eats only producers, secondary consumers eat primary and tertiary consumers
are the top of the energy pyramid or web with no _Predators_.
C. Photosynthesis
a.) definition – plants use the sun’s energy, carbon dioxide, and water to make food
(__glucose_) and the waste product of _Oxygen_
6CO2 + 6H20
Energy of
C6H1206 + 6O2
(Sunlight)
This means that 6 molecules of carbon dioxide and 6 molecules of water will be made into
glucose and 6 molecules of oxygen using the power of the sun.
b.) The roots collect the water along with minerals within the _soil (nitrogen and
CARBON). This helps build the cellular structure, while the water goes to fuel the
glucose production.
c.) __Chlorophyll_ is the green chemical pigment in the cells of plant leaves which collect
the sun’s energy to start the _photosynthesis (glucose production) cycle.
d.) _Stomata are openings along the outside edges of plant cells that allow in _Carbon
dioxide and allows out the Oxygen waste.
II.
Trophic Level diagrams allow us to group the organisms in a way to show the flow of energy
from one group to another within an ecosystem
hawk
Tertiary
Consumer
snake
bacteria
Secondary Consumer
mouse
Primary Consumer
grass
Producer
III. The Categories of Energy Uses Chart (with examples)
1. __Maintenance___
Heartbeat
_________ a wound
Sweat
Think
____________
___________
3. __Waste Production__
_______________
Shed skin
Molt
2. _Movement__
_________
dance
dig a hole
__________ an animal
_______
jump
4. __Growth and Reproduction_
have ________________
lay an ___________
__________ _____________
Sweat
________________
Defecate
________________
regenerate a tail
_________________________
make a seed
produce fruit
We know how organisms receive their energy, but what do they use that energy for?
- Everything, ALL life ___Processes_ require energy.
:
Ecology notes Continued:
IV.
H2O Quality and Usage
A. (Water cycle wksht from PowerPoint should be added here)
B. Clean H2O Availability
a. Macro Organisms (show that water is good or fair)
i. Crayfish, damselfly, sowbug, alderfly, stonefly, planarian, gilled snail, water penny,
mayfly, riffle beetle adult
b. watershed (area of land that guides water through sm. Streams to lakes, rivers, etc)
c. Fresh (not salt or polluted) water is limited & unequally distributed
i. Frozen in glaciers or at the poles
ii. Waste-water treatment plants: use chemicals & leaching process to reuse and
recycle what we do have
C. As a resource
a. Over 70% of Earth has water on the surface BUT it’s the wrong kind for human use
(SALT!!)
b. Humans need lots of fresh water
i. We are over 2/3 water
ii. Any additional sodium in our bodies will dehydrate our organ systems
1. Your body tells you that you’re thirsty when you have reached dehydration.
D. Human activities effect water quality
a. Water usage worksheet
1. class per person is ____________L.
b. Polluting and contamination discussion
E. Other info from Video you may include is _____________________.
F. Pollution
a. Stressor – a specific type of pollutant , Ex. From Thor’s journey __________________.
b. Point Source pollution – the exact place the stressor enters the stream can be determined
and identified. Ex:_________________________.
c. Non-Point Source pollution – there are too many possible entry points for a stressor that
could be identified so that no One location can be picked. Ex. __________________.
Major threat to water supply in industrialized countries is from toxic chemicals: sewage,
pesticide/herbicide run-off, illegal dumping, and leaking storage tanks all contribute toxic waste.
G. Water testing
a. Waste water treatment plants test over 83 pollutants in the water, we tested 4.
b. D.O. – Dissolved Oxygen caused by plants and algae in the water; is important because
micro-&macro-organisms need this to survive (those show water quality and help clean the
water) ** Key indicator for quality**
i. Effects? High levels of bacteria from sewage pollution or large amounts of
decomposing plant matter will decrease oxygen levels
c. pH – tests for acidity. (7 is neutral); water is best for consumption at the 7-9 range for
humans; Causes? Industrial waste contamination; Effects? The lower the pH # the more
corrosive the water
d. Ammonia – naturally occurring as fish slime, but industrial waste can cause numbers to
increase. Algae will feed on this ammonia and as more algae go into the water, the
dissolved oxygen levels will increase which allows more macro-organisms to flourish.
V.
Adaptations for survival
A.
B.
C.
D.
E.
F.
a. Ecology video
Necessary to survive, live and reproduce (adaptation)
Adaptations are used to meet the organisms basic needs
Physical adaptations: teeth, beaks, desert toad has a huge bladder, lungs/gills, insects have
holes on their body to allow air to flow
Behavioral adaptations: salmon swim upstream to mate, instincts, wolves teach their young to
hunt in packs, African beetle stands on it’s head to collect dew, nocturnal
Animals adapt for climate
1. warm-blooded vs. cold-blooded
a.) homeostasis is the ability to regulate body temperature in warm-blooded animals
Some desert plant adaptations
1. Drought resistors: store water in the stems; ex. Cactus
2. Drought endurers: have thick leaves that keep water from transpiring; ex. Creosote bush
3. Drought escapers: have long tap roots; ex. Mesquite
 - - - - What others can you think of?
{Ecology Unit}
VI.
Heredity & Diversity
a. Vocabulary Terms:
A. Heredity – all the traits passed on to children (plant or animal) by parents; or the process of
transferring these traits
B. Genes – the unit of heredity in chromosomes
C. Genetics – the study of how traits are passed from parent to offspring
D. Genotype – all the traits, dominant and recessive, that an organism inherits
E. Allele – an alternate form of gene (ex: dominant (trait) allele, recessive (trait) allele)
F. Phenotype – observable traits passed on to offspring
G. Chromosome – a long strand in the cell nucleus that stores and transfers genetic info. (humans
have 46)
H. Dominant trait – a characteristic allele that will be observed (seen) if present in heredity.
When writing – use a capital letter.
I. Recessive trait – a characteristic allele that will require 2 of these traits to be present to observe
(see) it in the offspring. When writing - use a lowercase letter.
J. Heterozygous – both a dominant and recessive allele is present. In plants it is called a hybrid.
K. Homozygous – having 2 identical alleles present for the trait
L. TT = homozygous dominant, tt = homozygous recessive, Tt = heterozygous
b. Listening sheet for Greatest Discoveries with Bill Nye: Genetics plus Genes, genetics, and
DNA
Answers – Gregor Mendel, pea plants, 2nd generation offspring, round, wrinkled,
genes, Genes, chromosomes, Barbara McClintock, changed (or jumped), maize (corn),
transposing, Nobel Prize, Deoxy riboNucleic Acid, double helix, 1. Carries 2 factors for
each trait, but passes on only one to the offspring 2.One factor is dominant over another,
dominant allele, recessive allele
c. How are traits Passed? –predicting
1. Genotype/Phenotype
Ex: BB, Bb, bb – genotype
(BB) Brown hair, (Bb) brown hair, (bb) blonde hair – phenotype
2. Punnett Square
a. Process shown by Gregor Mendel
b. Each parent passes on one of two factors (genes)
i. EXAMPLES FROM BOARD (about 2 pages worth; get from your
neighbor at tables if missing this)
ii. Punnett squares are only “tools” we
use to determine chances of offspring
genotype/phenotype
c. When you combine a homozygous dominant and a homozygous recessive, the
offspring are always heterozygous. (Dr) The phenotype seen with this pairing
will be whatever the dominant phenotype is. Ex: brown eyes, brown hair,
freckles, hairy knuckles all are phenotypes because you could see them.
d. When you have a homozygous recessive offspring, the phenotype observed will
be the trait represented by the recessive allele.
e. Purebred Crosses EXAMPLE: Short parents created short off spring; Tall
parents created tall offspring
f. Hybrid Crosses EXAMPLE: Hybrid parents created short and tall offspring;
One hybrid and one purebred tall parent create all tall offspring; One hybrid and
one purebred short parent create both short and tall offspring
d. Sexual Reproduction
Male or female? Sex chromosome - Either X orY
*2 parents – 2 sex cells involved*
1. Females.
a. Two large X chromosomes.
i. One from your mother, one from your father.
b. The sex cell is called the egg (large and contains food material for
the development of offspring)
2. Males.
a. Large X chromosome and a smaller chromosome called a Y
chromosome.
b. Transfer of genes through sperm (the head of the sperm is almost all
cell nucleus)
3. Sex of offspring – a Punnett square probability.
a. Egg cell – carries one X chromosome.
b. Sperm cell – 50% carry X chromosomes, 50% carry Y
chromosomes.
c. Combination of egg and sperm have a 50% chance of:
i. XX combination OR
ii. XY combination.
e. Asexual reproduction
*one parent – 1 body cell involved*
i. Is a form of reproduction which does not involve two parents. In simple terms,
there is only one "cell" involved.
ii. This form of reproduction is common among simple organisms such as amoeba,
bacteria, and other single-celled organisms, and most plants reproduce asexually as
well
iii. Because it does not require male participation, asexual reproduction occurs much
faster than sexual reproduction and requires less energy.
iv. Asexual reproduction produces an exact copy of the parent because of the lack of
additional genetic material.
1. However, there is also a significantly reduced chance of mutation or other
complications that can result from the mixing of genes.
v. Types of asexual reproduction
1. Runners – comes off of the roots of the original plant (ex: strawberries,
cattails)
2. Fission – the organism divides into two equal parts (Ex: bacteria, amoeba)
3. Budding – a new organism is grown from the body of the other, the bud
growing on the adult will break away to live on its own when it is large
enough (Ex: hydra)
4. Regeneration – a whole organism may develop from a piece of the original
as the piece repairs damaged or regrows lost body parts (Ex: sponges,
planarian, sea stars, starfish) - how do you think sponge farmers increase
their crop?
EXTRA INFO:
Examples in higher organisms
A number of invertebrates and some less advanced vertebrates are known to alternate between sexual and
asexual reproduction, or be exclusively asexual. Alternation is observed in a few types of insects, such as
aphids (which will, under favorable conditions, produce eggs that have not gone through meiosis,
essentially cloning themselves) and the cape bee (Apis mellifera capensis), which can reproduce asexually
through a process called thelytoky. A few species of amphibians and reptiles have the same ability (look
up parthenogenesis for examples).
A very unusual case among more advanced vertebrates is the female turkeys' ability to produce fertile
eggs in the absence of a male. The individual produced is often sickly, and nearly always male. This
behavior can interfere with the incubation of eggs in turkey farming.