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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-¯o-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.