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1 UNIT 1 RAMSEY, S.L. c2012 ECOLOGICAL PRINCIPLES NOTE PACKET AND STUDY GUIDE KEY LEARNING(S): ALL LIVING THINGS ARE INTERDEPENDENT WITHIN AN EVER CHANGING ECOSYSTEM CONCEPT PREVIEW: 1) Ecology 2) Population Dynamics 3) Flow of Energy 4) Materials cycle 5) Succession 6) Invasive, Endangered and Keystone Species DIRECTIONS: A. As notes are given, students should fill in blanks and label diagrams. B. After notes are given, students should review their notes and fill in the questions which are asked throughout the packet. C. Use this packet to study for quizzes and exams. D. Be able to answer the essential questions presented for each concept E. You should be able to define, apply and explain by example the vocabulary in the packet. F. At the end of the unit, this packet will be collected for points. It is required. This packet belongs to: ________________________ Pd _______ 2 CONCEPT 1: Organization of Living Earth LESSON ESSENTIAL QUESTION: How are living things arranged on Earth? KEY WORDS (11 words) abiotic biome biodiversity biosphere biotic community ecology ecosystem habitat population species BIOSPHERE _______________________________________________________________________ -it is highly organized –most fragile layer of the earth –10 miles thick (5 miles up into atmosphere, 5 miles down into ocean) –ecosystems exist within the biosphere COMPONENTS OF A BIOME Biomes are large geographic areas defined by: -_____________________ -_____________________ -____________________ (plants determine animals) Which division of the Biosphere contains all other divisions? _____________________ From looking at the picture above, write a definition of a community: __________________________________________________________ ____________________________________________________________________ 3 Ten Major Biomes Biome Precipitation Temperature Soil Diversity Trees Grasses Tropical Rain Forest high hot poor high dense sparse Tropical Dry Forest mild rich moderate medium medium mild variable summer hot clay poor rich moderate moderate moderate sparse sparse absent dense sparse dense Temperate woodland summer low, summer hot and Shrubland winter moderate poor low medium medium variable Tropical Savanna variable Desert low Temperate Grassland moderate Temperate Forest moderate summer moderate, rich winter cold high dense sparse Northwestern Coniferous Forest Boreal Forest high rocky, acidic low dense sparse poor, acidic moderate dense sparse Tundra low summer mild, winter cold summer mild, winter cool summer mild, winter cold poor low absent medium moderate Biome terms •Temperate-distinct seasons •Tropical-consistently warm •Deciduous-plants shed leaves •Coniferous-leaves are year round •ECOSYSTEM: What is the biome description here at Central Dauphin? __________________________________________________________ ___________________________________________________________ –energy is processed through the biotic components –interrelationships create stability –populations are the basis of ecosystems 4 BIOTIC: ___________________________ (plants and animals) ABIOTIC: non-living (water, minerals, soil…) POPULATION: the number of organisms of the same species SPECIES: organisms that can interbreed and produce fertile offspring Microclimates Climate is important in establishing ecosystems. How many different ecosystems can you find in the canyon pictured to the left? What are the most influential factors in the differences? 1. _________________ 2. _________________ HABITATS •______________________________________________________________________ ______________________________________________________________________ •must include essential abiotic components •BASIC REQIREMENTS: food, shelter, water, space, air Habitat is the ________________ •varies in size •habitats overlap between different species •varieties of habitats increase diversity •BIODIVERSITY: What is the difference between DIVERSITY and BIODIVERSITY? _______________________________________________________ DIVERSITY = STABILITY •survival of the ecosystem is dependent on its diversity •the greater the diversity, the more likely an _________could survive a cataclysmic event (like an extinction, volcano…) 5 EDGES ARE VERY STABLE •the edge habitat (place where 2 habitats overlap) has the greatest diversity of plants and animals •edge is usually more stable than either of the 2 habitats it divides •edge shares species from both habitats as well as supporting edge only species WHAT DO YOU KNOW? Concept 1 Quickie Quiz _____1. The plant life that is characteristic of a biome depends upon: A. the type of soil C. the amount and pattern of precipitation B. the range of temperatures D. all of the above _____2. The canopy created by the mature trees of a forest: A. places for animals to hide from predators B. produces shade that is a limiting factor for some tree species C. produces both food and cover for some forest species D. all of the above _____3. The region of planet Earth that supports life is known as the: A. biome C. ecosystem B. biosphere D. edge _____4. What is the biggest difference between an ecosystem and a community? A. ecosystems do not include the biotic components B. communities do not describe the abiotic components C. ecosystems are less organized than communities 5. What are the 3 components which define a biome? ______________ ______________ _______________ 6. What are Pennsylvania’s 6 nature symbols? Animal = flower= Tree= insect= fish= bird= 6 CONCEPT 2: POPULATION DYNAMICS LESSON ESSENTIAL QUESTION: How do limiting factors affect population dynamics? KEY TERMS (16 terms) carrying capacity intraspecific competition commensalisms interspecific competition critical number invasive dynamic equilibrium limiting factor mutualism parasitism resource partitioning S-curve population J-curve population POPULATION DYNAMICS •______________________________________________________________________ •Based on the idea that resources are limited (CARRYING CAPACITY) •All species (plants and animals) must have the BASIC REQUIREMENTS OF LIFE –-FOOD, SHELTER, WATER, SPACE, AIR – AND OF COURSE THE RIGHT CLIMATE POPULATIONS •Members of the same species •Populations are limited in “range” by _____, ________, _________ and _____________ within their habitat •Tends to be maintained within the ________________ and ___________________ LIMITING FACTORS •_____________________________________________________________________ 1. 2. 3. 4. 5. Food Competition Predation Geology/geography/topography Human influences 6. Lack of any requirement of life 7. Climate 8. Disease Look back at the picture of microclimates. What are the main limiting factors? (select from the list above) a. _________________________________________ b.__________________________________________ Could there be other limiting factors in the canyon? List 2 more. 7 CARRYING CAPACITY: ___________________________________________________ (provide basic requirements) Example: The pond can support 25 frogs. What may limit the number of frogs? __________ _______________________________________________________________________ Consequences (of breaking CC) •breaking the carrying capacity will cause ________________________________ •may lead to _____________________ •may reduce _____________________ •may just reduce numbers long enough for the habitat to ________________ Can Carrying Capacity Change? •__________ •_____________________________________________________________________ –Decrease in abusive population –Better weather promoting good food •_____________________________________________________________________ –Increase in populations above carrying capacity –Cataclysmic event (volcano) –Changes in climate (global warming?) Critical Number •_____________________________________________________________________ –Set by nature to maintain genetic diversity –Prevents in-breeding and passing on “bad genes” Populations may stabilize •Stable populations will fluctuate between the _______________ and the ______________. •Most species with proper limiting factors will function along these lines •This is called DYNAMIC EQUILIBRIUM •These are called S-Curve populations After hearing the explanation of Dynamic Equilibrium, write your own definition. __________________________________________________________________ __________________________________________________________________ 8 S-curve Populations (draw your own) causes of stabilization •Emigration •Immigration •Death •birth •predator-prey •disease These are limiting factors! J-curve Populations (draw your own) •Are not stable populations •Usually crash after they break carrying capacity •Due to lack of limiting factors or it has a special reproductive strategy –-many young with lack of parental care such as fish •May be an invasive species (gypsy moth) Species Interact with each other to maintain energy and population balances Predator-Prey relationships Are these S or J Curve populations? How do you know? 9 How are the moose and the wolves limiting factors on each other?______________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ Competition •__________________________________________________________________ •limits population size between competitors Categories of Competition •Interspecific:__________________________________________________________ List some examples--- •Intraspecific:__________________________________________________________ -competition between members of the same species -usually for mates or nesting habitat or territory List some examples--- Interspecific competition shows how competition can be avoided by _____________________ (RESOURCE PARTITIONING). This guarantees that all species survive and increase diversity 10 Parasitism: __________________________________________________________ -often host specific -generally causes harm or death of host in extreme situations List some examples--Mutualism: ___________________________________________________________ -symbiosis arises through coevolution List some examples--Commensalism –one member of the relationship benefits –one member of the relationship gains nothing, but is not harmed example: lichens growing on the tree benefit from the tree, but the tree is not harmed or helped by the lichen WHAT DO YOU KNOW? Concept 2 Quickie Quiz 1. A lichen is an organism which grows on trees and rocks. It comes in many colors and styles. It is actually 2 organisms which live together. An algae which photosynthesizes, produces food for the main mass of the organism, a fungus. The fungus keeps the algae moist. Together they form the Lichen. Sometimes the lichen will grow on a tree. It does not hurt the tree, but it gains a place higher up in the forest for photosynthesis. In the space below, describe the species interactions that are going on. _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ 2. DIVERSITY = STABILITY Explain this equation using vocabulary. 3. Explain the relationship between carrying capacity, critical number and dynamic equilibrium. 11 CONCEPT 3: FLOW OF ENERGY UNIT ESSENTIAL QUESTION: How does the environment transfer energy in different forms through food webs. KEY TERMS autotroph biomass carnivore chemosynthesis detritovore decomposer energy pyramid food chain food web heterotroph herbivore niche omnivore parasite scavenger trophic level FLOW OF ENERGY Energy is processed Feedback input energy ecosystem output energy -this allows the ecosystem to maintain an energy balance NICHE = JOB •the way an organism makes a living in their habitat •niche describes how the organism gets it energy –producer (autotrophs and herbivores) –consumer (carnivores, scavengers) –decomposers NICHE Autotroph WHAT THEY EAT TYPES OF ORGANISMS Plants (the green guys) Herbivore Bunnies, deer, bees Carnivore Lions, anteaters, fox, bass Lions, anteaters, fox, bass Ticks, tapeworms, fleas Predator Parasite Omnivore Bears, people, skunks 12 Scavenger Detritivore Vultures, crows, crayfish Beetles, fungus Decomposer Bacteria, fungus THE SUN IS THE SOURCE OF ENERGY FOR ALL LIVING THINGS (ALMOST) –photosynthesis in autotrophic organisms converts sunlight energy into carbohydrates called –they use ___________ to accomplish this –organisms are called photosynthetic ______________ (plants and algae) BIOMASS: ______________________________________________________________ •It accumulates in the food chain as processed energy •Energy can be “lost” Looking at the picture, how is energy lost? 1) 2) 3) CHEMOSYNTHESIS (exception to the rule about the sun) –organisms make carbohydrates out of carbon dioxide, water and inorganic compounds (like sulfur and nitrates) –organisms are called chemosynthetic autotrophs (deep ocean bacteria) FOOD CHAINS •____________________________________________________________________ •This process coverts one form of biomass to another •these levels are called TROPHIC LEVELS 13 TROPHIC LEVELS •_______________________ •_______________________ •_______________________ •After secondary you can call them “higher consumers” by referring to their trophic level (3rd consumer, 4th consumer…..) Food Chains •always contain: _________, __________________, _________________ –primary producer are autotrophs •the arrow points _____________________________________________ •always flows in one direction •reads as “is eaten by” examples (draw the arrows in sun carrot rabbit ) bacteria sun acorns squirrel bacteria sun grass deer hawk bear human bacteria Why? some general rules •Large carnivores do not eat large carnivores •herbivores do not eat carnivores •organisms within an ecosystem may compete for food sources •interacting food chains are called ____________ Is this a food chain or a food web? How do you know? 14 What is missing? ______________________ ______________________ ______________________ How many niches in the web? List them: How many trophic levels? List the trophic levels and the organisms associated with that level: ENERGY PYRAMID or PYRAMID OF BIOMASS Write in the other information -biomass decreases at each step in a food chain -energy is lost at each step: bones not used, fur, energy expended in eating and metabolism, feces…. 15 •larger organisms require _______ energy so there will be _________ at the upper levels •the shorter the food chain, the _______ organisms you can feed at the ______ levels 1 human 300 trout 90, 000 frogs 27, 000,000 grasshoppers 900 human 27, 000,000 grasshoppers 1000 tons of grass 1000 tons of grass What do you think “EAT LOWER ON THE FOOD CHAIN” means? ____________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ Summarize what the above diagram is telling us about energy in the ecosystem. ____________ _______________________________________________________________________ _______________________________________________________________________ 16 WHAT DO YOU KNOW? Concept 3 Quickie Quiz 1. List 3 Niche and an organism which fills that niche. ___________________ _____________________ ___________________ _____________________ ___________________ _____________________ 2. List 3 trophic levels and an organism which fills that trophic level. ___________________ _____________________ ___________________ _____________________ ___________________ _____________________ 3. Write 2 complete food chains using the organism listed above in questions 1 and 2. 4. Explain what the term BIOMASS means in a language that an elementary age child could understand. ______5. How can energy be “lost” to the environment? a. because the path it takes is not contained b. because some is lost through metabolism and unused parts c. because each step in a food chain gains 30% of the energy from below ______6. High level consumers rarely eat each other. Why? a. because they do not taste good b. because they can not eat organisms of their own species c. because they use more energy obtaining their prey than they receive from eating them. 17 CONCEPT 4: MATERIALS CYCLE UNIT ESSENTIAL QUESTION: Why does the earth recycle its’ resources? KEY TERMS (11 terms) Aquifer Biogeochemical cycles Condensation combustion evaporation infiltration nitrogen fixation organic compounds percolate precipitation transpiration MATERIALS CYCLE IN ECOSYSTEMS (for every element, there will be a cycle) Water Cycle Water goes up: Evaporation- ______________________________________________ ________________________________________________________ Transpiration- _____________________________________________ ________________________________________________________ Water changes form: Condensation- _________________________________________ _________________________________________________________ Condensation nuclei- a small solid particle of matter in the atmosphere upon which water will condense 18 Water comes down: Precipitation- ___________________________________________ _________________________________________________________ -could be solid or liquid -occurs because the amount of water on the condensation nuclei becomes heavy and gravity causes the drop to fall Water can go 3 places once it precipitates back down to the earth 1. ___________ into rivers, lakes, streams, wetlands 2. ____________ into the soil and is _________________________ 3. Percolates into the ______________ Percolate: to move into an area occupied by air and fill the molecular space AQUIFERS • Aquifers are underground layers of porous rock or sand that allows the movement of water between layers of non-porous rock (sandstone, gravel, or fractured limestone or granite). • Water infiltrates into the soil through pores, cracks, and other spaces until it reaches the zone of saturation where all of the spaces are filled with water (rather than air). • The ___________________ occurs because water infiltrating the soil reaches an impermeable layer of rocks which it can not penetrate any further into the earth • Water held in aquifers is know as 19 • The top of the zone of saturation is known as the WATER TABLE. Why are wetlands wet? The water table typically follows the form of the above ground topography. - The water table _________________________ Drier =deeper wet areas =at or near surface • Two main forces drive the movement of groundwater – First water moves from _______________ elevations to __________elevation due to the effect of gravity – Second, water moves from areas of higher ___________ to areas of lower pressure – Third, water moves at a rate and amount related to the size and amount of spaces in the rock layer Movement of ground water takes time—how much is variable, depending on the material it moves through and how deep you go. 20 CARBON CYCLE Carbon Cycles through A. Food chains and Food Webs as biomass B. Decomposers release carbon as both a gas and an element C. Respiration of plants and animals Natural Sources of Carbon include: plants and animals, soil, fossil fuel deposits, atmosphere, humus….. -any form of biomass will be a place of carbon storage Man-made Sources of Carbon include: burning of fossil fuels and other organic materials Carbon Sink -long term storage of carbon 3 long term carbon sinks -_______________________________ -_______________________________ -_______________________________ Short term carbon sinks -plants and animals -atmosphere 21 NITROGEN CYCLE Nitrogen cycles through: A. Food chains and food webs B. Decomposition of biomass C. Water Natural Sources of nitrogen: biomass, decomposition, lightning, volcanoes Man-made Sources of nitrogen: fertilizers, industry, combustion of fossil fuels Nitrogen must be “fixed” Nitrogen is made in nature in an elemental form N2 -most living things can not use this form Nitrogen fixation -_________________________________________________________ _______________________________________________________________________ -____________________ and _____________are symbiotic organisms which fix N2 -fixed forms include ______________ (NO3-) ______________(NO2-) ______________(NH4+) WHAT DO YOU KNOW? Concept 4 Quickie Quiz On a separate sheet of paper, using only words, chemical symbols, and arrows, draw 2 of the 3 cycles presented above. Be able to explain how the materials cycle in each. What are the components of the earth that all 3 cycles have in common? 22 CONCEPT 5: SUCCESSION LESSON ESSENTIAL QUESTION: What kind of changes occur in an ecosystem over time? KEY TERMS (5 terms) Climax community maturity primary succession pioneer species secondary succession SUCCESSION CAUSES CHANGES IN ECOSYSTEMS –ecosystems are never static –ecosystems tend to move from less diverse to more diverse systems low species diversity high species diversity more energy available less energy available less biomass more biomass Primary Succession •_________________________________________________________________ •uses pioneer species (lichens, moss) to form soils •begins on rock •often accompanies a cataclysmic event Pioneer Species •small plant organisms like lichens and mosses •their “roots” will gradually break off small chips of rocks •as they grow and die, the organic material mixes with the chips of rocks •soils begin to form (200 years = 1 inch of top soil) Secondary Succession •___________________________________________________________________ •species who are opportunistic will begin process •opportunistic species are generally fast growing and have a high reproductive rate 23 There are natural patterns of succession. -fields become forests -ponds become fields -ecosystems will change types of vegetation until maturity and the animals will follow according to the vegetation Maturity •ecosystems will become more complex •____________________________________________________________________ •the higher the maturity, the longer the ecosystem will stay in that state •in general --fields become shrub lands -- shrub lands become forests -- ponds will become grasslands •as the ecosystem changes, the species composition changes Fire Maintained Ecosystems •tends to halt/slow succession •_____________________________________________________________________ •some species require fire for reproduction •fire is used as a management tool to maintain ecosystems Climax Communities •all ecosystems tend to move toward an idealistic end state called a climax community •arguments occur about its existence •climax allows for very little change 24 WHAT DO YOU KNOW? Concept 5 Quickie Quiz _____01. Starting on bare rock, what is the usual ecological succession of organisms? (a) lichens grasses shrubs trees (b) grasses shrubs lichens trees (c) lichens shrubs grasses trees (d) shrubs grasses lichens tree _____02. The diagram represents a map showing different zones in an area once covered by a glacier. This diagram best represents (a) nutritional relationships (b) a pyramid of energy (c) a food chain (d) ecological succession Use the following diagram to answer the last questions _____03. This sequence of diagrams best illustrates (a) ecological succession (b) organic evolution (c) the effects of acid rain (d) a food chain _____04. If no human intervention or natural disaster occurs, by the year 2050 this area will most likely be a (a) pond (b) field (c) forest (d) desert _____05. The natural increase in the amount of vegetation from 1840 to 1930 is related to the (a) use of the pond for fishing (b) increasing amount of sunlight (c) decreasing water depth (d) increase in the number of bottom dwelling organisms 06. What causes succession to take place? What can stop it? 25 CONCEPT 6: INVASIVE, ENDANGERED, AND KEYSTONE SPECIES LESSON ESSENTIAL QUESTION: How do changes in biodiversity affect how ecosystems function? KEY TERMS Endangered Endangered Species Act invasive keystone species native trophic cascade threatened Invasive, Endangered, and Keystone Species •Invasive: _____________________________________________________________ _____________________________________________________________ •Endangered: a species which are so close to the critical number that it may become extinct in the near future •Keystone: ______________________________________________________________ _______________________________________________________________________ Invasive Species Gypsy Moths introduced into this country in 1869 have devastated much of the eastern oak forests. Non-native species do not have limiting factors to control their populations. This causes elimination of native species. Rabbits introduced into Australia have devastated the native grasslands and endangered kangaroos and other native wildlife. 26 Endangered Species California Condor--The largest bird of North America was brought to the brink of extinction due to: -over hunting -habitat destruction -egg collecting -DDT (pesticide) •In 1987, the last wild condor was removed and placed with the remaining population in captivity-there were 26 •A captive breeding program is in effect and as of 2012 there were 405 birds in the wild (226 in wild and the rest in zoos) •Scientists question if they had reached the critical number as all 27 of the first breeding population had originated from 14 birds Keystone Species- organisms which are important in shaping the total ecology of an ecosystem Cray fish and Beaver are both keystone species in Pennsylvania. It is because they form habitats (like beaver) or are a major food source for many organisms. Either way they have major influence over their ecosystems. Loss of _______________________________________________________________ The Endangered Species Act • The law requires federal agencies, to ensure that actions they authorize, fund, or carry out are not likely to jeopardize the continued existence of any listed species or result in the destruction or adverse modification of designated critical habitat of such species. • The law also prohibits any action that causes a "taking" of any listed species of endangered fish or wildlife. Likewise, import, export, interstate, and foreign commerce of listed species are all generally prohibited Trophic Cascade • Occur when an organism has a key role in the balance of the ecosystem -removal causes changes throughout the entire ecosystem -can be top down or bottom up -often found after the removal of a top level predator 27 •In Minnesota wolves suppress coyote populations, which in turn releases foxes from top-down control by coyote •The fox then control the intermediate prey species (bunnies and squirrels) •This allows the competition between the herbivores to produce dynamic equilibrium in populations of herbivores Remove the top predator • Removal of Wolves releases the coyote • Coyote control more fox • Less fox, more bunnies and squirrels • More bunnies and squirrels, greater competition between herbivores • Damage to autotrophic levels • Decline of herbivores and then their predators • Complete ecosystem collapse WHAT DO YOU KNOW? Concept 6 Quickie Quiz 01. Make a T-Table with 2 columns on a separate sheet of paper, or the back of this page if available. Label one side Invasive and the other side Native. For each side, fill in the table for each of the following topics: 1. Definition 2. Specific examples (name 3) …you may have to do a little research for this one… 3. What type of population curve would you expect if you were asked to draw them? 4. List a limiting factor for each of the organisms listed in number 2. 5. What role will this organism play in the ecosystem? (niche and Trophic level) 6. Does this organism cause a problem in the environment? What? 7. Can this organism be a keystone species? Why or Why not?
