M.E. Lazerte High School

M.E. LaZerte High School BIOLOGY 20

UNIT A: ECOLOGY CHAPTERS 1 - 4

Mr. Hillaby

Name: ______Biology 20 Chapter 1 Key Words Review and Summary Activity

Keywords List. Complete the following double puzzle by unscrambling the key words from chapter one. Copy the letters in the numbered cells to other cells with the same number. Beside each unscrambled word, write the definition of the word. Diagrams 1 and 2: Food Chains 1. In the boxes, label the producers and levels of consumers. In the food chain below, label the 2. Identify each organism as an herbivore or carnivore; identify producer, and types of the producer as “plant”. consumers. 3. Identify the food chain found in a terrestrial ecosystem and the food chain found in an aquatic ecosystem. Diagram 3: Food web

1. In the boxes, label the producers and levels of consumers. You will need to provide two levels of consumers for the top two boxes. 2. Using a colored pencil, outline the arrows showing the energy flow from each type of trophic level. You will need four different colors. Biology 20 4. The following information is from a tree ecosystem. One tree Matter and Energy Relationships Worksheet provides enough energy to support 20,000 aphids. These aphids then provide enough energy to support 3 birds. Sketch a pyramid of numbers. 1. A typical grassland food chain can be represented as follows: Why is the shape of this pyramid misleading? What is it supposed to show? wild grass ---> grasshopper ---> mouse ---> snake ---> hawk where the arrows indicate the direction of energy transfer. Create a chart that identifies each organism in the chain. Use these headings in the chart to label each organism: trophic level; producer or consumer level; if consumer, herbivore, carnivore, or omnivore. 5. Using your knowledge of energy transfers and ecological pyramids, explain why a food chain is not usually longer than about 4 trophic levels.

2. Restate the two laws of thermodynamics. 6. A forest is clear-cut, and replanting of trees occurs. Explain how the formation of a monoculture is detrimental to a food web.

3. 2000 kJ of energy are found in a pile of buds and twigs.

a) If a herbivore then grazes on this food source, what amount of energy 7. Assume that the plant material in a plant--->deer--->wolf food chain would be ingested if the herbivore is only 20% efficient in “harvesting” contains a toxic material. Use physiological terms to explain why the wolf’s energy from this food source? tissue would contain a higher concentration of the toxin than the plant tissue.

b) How much energy would be found in the tissue of the herbivore if 90% of the ingested energy is NOT stored? 8. Define: c) What are three ways that the herbivore loses energy from ingested plant material? a) biomass b) ecological pyramid

c) autotro Diagram 4: ecological pyramid 1. In the boxes on the right side of the diagram, identify each type of trophic level. 2. At the base of the pyramid, write “1 000 000 kcal”. Then, for each trophic level above the base, calculate the amount of energy transferred.

Diagram 5: ecological pyramids and energy conservation 1.In the boxes, identify each type of trophic level. 2.Provide the common name for each organism. Bio 20 U4 Investigation #2: 3. Draw lines to connect the edges of the blocks. What shape is formed? What is a pyramid of numbers? 4. Each block represents a trophic level. Label the organisms in Background information each tropic level as to which is a: Biologists in the year 2014 observe a food chain which is part of an ecosystem of a distant planet. They find that it has many a. producer characteristics of food chains on earth. Here is what they discover:

On a particular area of land (1 square kilometer), a small, plant-like b. primary consumer organism capable of photosynthesis, called a vortek, serves as a source of food for an animal called a snive. The snive, in turn, is preyed upon by a kluke. In this area there are 100 vorteks, 50 c. secondary consumer snives, and 25 klukes. The food chain may be diagrammed as shown in the figure below. 5. This food chain is similar to many on earth. What factors do Experimental Design you think cause certain food chains to have this shape? By completing the activity described below, you will better understand interactions occurring in food chains.

Procedure & Analysis 1. On a blank sheet of paper, list the members of this food chain 6. Turn your drawing upside down. Describe a food chain on by: earth with might have a shape similar to this one. a. placing them in order, with the members at the bottom of the food chain near the bottom of the page; and b. spacing them 5 cm apart. 7. How would the numbers of each member of the food chain 2. For each, beginning with the bottom one, draw a horizontal -vorteks, snives, and klukes- change over the course of time in block around it to represent the numbers of each member inside each situation below? Assume there are no other predators or food theblock following these guidelines: sources unless otherwise indicated. a. height: Each block should be 5 cm tall, so that it touches thebottom of the block above it. a. the biologists visiting the planet consume all the vorteks for b. width: Make the width to scale according to the numbers of food: each organism in the food chain - 10 organisms in 1 cm. (The block around the vorteks, for example, will be 10 cm wide). b. a deadly disease wipes out all the klukes: c. centering: Centre each block on the page c. animals called skunkolas travel to the area being studied 8. It has been stated that it is more energy efficient to eat “lower from another region of the planet. The skunkolas prey upon on the food chain”. Look again at the shape of the food chain you the vorteks; the klukes, however, dislike the taste of the drew and explain why the statement is true. skunkolas and refuse to eat them:

9. Complete the table below, indicating the direct effect (increase or decrease) on each member in the horizontal column of removing d. the biologists remove all the snives for study: each member in the vertical column.

e. more vorteks are planted: Effect on: Removed: Organism 1 Organism 2 Organism 3 Organism 4 Organism 1 removed Organism 2 removed f. a tertiary consumer called a joon is introduced: Organism 3 removed Organism 4 removed .

Hydrologic Cycle Label the diagram choosing from the following words or phrases: precipitation over the sea, oceans, flow of water from land to sea, precipitation over the land, evaporation and transpiration, evaporation from the sea, solar heat, surface water and groundwater, net movement of water vapor by wind, water vapor over the land, and water vapor over the sea. Carbon Cycle Label the diagram choosing from the following words or phrases: cellular respiration, primary consumers, wood and fossil fuels, decomposition, burning, detritivores (soil microbes and others), higher – level consumers, photosynthesis, CO2 in atmosphere, detritus, and plants, algae, cyanobacteria.

Global Warming and Enhanced Greenhouse Effect Label the diagram choosing from the following words or phrases: •CO2 X 3 •Adding CO2 to the air increases the greenhouse effect •Greenhouse effect: CO2 lets sunlight through but retains the heat generated by the sun •Removal of CO2 from the air by photosynthesizing plants and algae decreases the greenhouse effect •Heat •Light

Biology 20 Unit 2 Worksheet: Carbon (& 2. In what way do plants contribute to the carbon cycle? Oxygen) Cycle

1. What is a biogeochemical cycle? 3. In what way do animals contribute to the carbon cycle? 4. In what way do decomposers contribute to the carbon cycle? Global Warming and Ozone Depletion

5. What are the two processes whereby carbon is returned to the 1. To provide land for agriculture, the tropical rain forests of the atmosphere from living things? Describe each. Amazon are being destroyed by fire at an alarming rate. Describe any possible effects this clearing process may have.

6. Imagine that you are Carl, the carbon atom. Describe your journey from the atmosphere back to the atmosphere through the biotic (living) part of your cycle. Include what form of molecule you are incorporated into at each step! Do NOT simply redraw the 2. Other than carbon dioxide, name three greenhouse gases and carbon cycle. their sources.

3. Name the specific gases found in the atmosphere. What other materials are found there?

7. In what 2 ways does the cutting and burning of forests affect the carbon cycle? (hint: think of the overall equation for photosynthesis) 4. State where the ozone layer is located in the atmosphere and explain why it is important.

8. If all life on earth ceased to exist, what changes in the cycle of carbon might you reasonably expect? 5. What is meant by an ozone hole? Nitrogen Cycle Label the diagram choosing from the following words or phrases: •Amino acids and proteins in plants and animals - •Nitrates (NO3 ) + •Ammonium (NH4 ) •Nitrogen fixation •Detritivores •Nitrogen – fixing bacteria in root nodules of legumes •Assimilation by plants •Denitrifying bacteria •Nitrogen (N2) in atmosphere •Detritus •Nitrogen fixation

Biology 20 Unit 2 Worksheet: Nitrogen Cycle

1. Complete the following chart by filling in the information that corresponds to each of the processes.

Process N- Compound before Bacteria used (yes or and after no) Nitrogen fixation

Ammonification

Nitrification Denitrification

2. Why is nitrogen important to living things?

3. In what two ways can nitrogen be “fixed”?

4. Compare nitrogen fixation and denitrification.

5. Trace the path of a nitrogen atom form nitrogen gas in the air, to protein in you. Include all processes the nitrogen atom must go through, and all compounds that the nnitrogen atom is incorporated into. Phosphorus Cycle BiologyLabel the 20 diagram choosing from the following words or phrases: Chapters•Phosphates 2 - 3 in Ecosystem organic compounds Dynamics•Phosphates in rock AMMONIFICATION•Phosphates in solution AUTOTROPHS•Uplifting of rock N O I T A C I F I N O M M A N U T R I E N T P S C Y C S D D BIOMASS•Precipitated (solid) phosphates L E E N E R S L E U F L I S S O F G Y C F Y L O W S R E E N CARBON•Detritivores AND OXYGEN in soilCYCLE E L C Y C N E G Y X O D N A N O B R A C R B R I D E N C O E CARNIVOIRES•Phosphates in soil (organic) C P Y R A M I D O F N U M B E R S R U A S E V K G I O I S L CELLULAR RESPIRATION •Detritus S E Z S L X M U D F U S M E O N N E M V M L O N T M T F E U CONDENSATION N H L D R W Y T R A O F I H U I A I E U J D E R P A O O R R CONSUMERS•Runoff DECOMPOSERS•Plants Q O P L P E R N J E P O G S V M D S S H I V I O R X M O O T E P I O U E M O I V M N D O E O Z N P M A F S I I L F D V N DENITRIFICATION•Weathering of rock P A A T R L Q U H T F U I C F H O L A C I E P Q N G D W I E ECOLOGICAL•Animals PYRAMID EUTROPHICATION R D J F A T A P S K R R S B H C T R S C R S E L G R O E B C •Rock EVAPORATION O F S K O S O R E N E I I N Y A Y N A S N D M N B E S B R R FOOD CHAIN D H Q J Z C N T R S O O F R O P I T Y A O O S I U E N E E E FOOD WEB FOSSIL FUELS U D G S F O L E U E M C A I L C I N R S Z C N B U N L I H P GREENHOUSE EFFECT C E N O F A Y X D A S D Q A C O Y T R P O I J E I H I S W N HERBIVORES E O E R R A H X S N N P C I N A L R G R T T J J L O O T K E HETEROTROPHS R Z W B Z Y K S M O O I I T E R T I A R Y C O N S U M E R T LEGUMES S Z M N M E K I C H G C K R G H H I O M A J C H Z S I A A Y NITRIFICATION D E L C Y C N E G O R T I N A N E G O O I E W G P E U N S Z NITROGEN CYCLE NITROGEN FIXATION S D L P X V S C L W P K N F X T E T R N F R S W S E W X F S OMNIVOIRES Y G R E N E F O D I M A R Y P N I C E J P U P R C F G Q G L PHOTOSYNTHESIS F L E V E L C I H P O R T U F S O O R R E I J L T F L V C V PRECIPITATION C L S U H E V A P O R A T I O N D G N W O F A S L E Y X G H PRIMARY CONSUMER S E R I O V I N M O A T X R K V N O I T A T I P I C E R P I PRODUCERS D P E U T R O P H I C A T I O N S J B Y R T R J Z T D B W L PYRAMID OF BIOMASS PYRAMID OF ENERGY K Z G E A A W I S L T C I C S K H W Q G J Y P O D R K H E W PYRAMID OF NUMBERS I C L B D B Y V B I M D A K Y K G V T B M X M H P W U G Z P SCAVENGERS R E M K R M Z R O L J Y I J J A F M V K Z V F B R H U Z M M SECONDARY CONSUMER Y R V M L B M N K E R F L O H N K I J L L Z G M J M S H L W TEN PERCENT RULE V E Y Y F U G V G T G M L U M X F R Q M R B K S E N Z K I C TERTIARYCONSUMER N N F V H K D X Y C F B W A T E R C Y C L E E S J C X K O Z TRANSPIRATION TROPHIC LEVEL WATER CYCLE BIOLOGY 20 UNIT A: ECOLOGY CHAPTER 4 KEY WORDS SUMMARY AND WORDSEARCH

B R H E E C O L D B I O T I C P O T E N T I A L O G Y P S I I E Y N S F U N E S R O T C A F C I T O I B A N T O R L R E O T P I A R N U N E P H J C L K I D I T M J C L I E V N O L T A O L H J V B S K D J I P W J Y D F S X P E A S C R N T I I W L C T A A H I W N X R A P P G P X O Y C A C T E H E C T C D I O S F N V T O I V S N L Y H N Z D F D R C E G D E A T F N M M E U Y Q Y D L Y T I C A P A C G N I Y R R A C G F O A U N R R J H G D E F O I L R S L T W P B A A N P N N L C R C O I E O S R V E N M W G S A I L K S E L D C H R I A O I A T R O H F C F A P S T B Y I J W M A D O C A I M T A E D T L O G N T S H D C E I S P F K C U O B S V R C N T N P Z Z A Z R B I U U S N G N T O E J H V A U F P H F F U K R A D N M O S O L T O C M X D Y O A R H J R L L T A A C A K T N V E I N R O Z V U N W Y E I R P D T N D I O C O R N V M T O A C L E E H V O D O L W N N E Y S I Z T R T X A L W D F R Y N O C J L N Z R I O G B T D A O N O T C O E E Y Y E I B X E O L K K H V S R C G W H F E C G L E I R H L N Z G I R O U P P O K J O K R V E U U D A P P F R B S L C L X O D E V A Y R R G X W C L V I D M G U C E S F L I M N E T I C Z O N E N G N Y V R I X A W U U Y B T N W C I H P O R T O G I L O D Y C I R W M Z C W S Z K L Z O D L A W O F M I N I M U M A H E Y E Q F Q B D L R U O Q Y R E S X G I B N Y F W X N L S D G M E R L S Y L I O S B U S U N S E L E C T I V E C U T T I N G A G K H J V M V B L Q T A T H W B E D R O C K A Y L H N O U J N S A T W A I W M R H E F L S U K S B O Y S Q G F W P K F F O D U F T O D T O Y F N A P H Y S I O G R A P H I C F A C T O R S I M Z Z P U Z V K C E P I L I M N I O N C W A A R F Z Q R E E R Y H X H U F L T W U L I N F F B O U T X X T G E O L N P X V I L I H U L R O K F E Z I X T G U L M F U F I T G S D J O C V E Q V U Y H R D J B X T M B D T U Q C U Z F A H T L E

DIRECTIONS: USE YOUR TEXT AND NOTES TO WRITE DEFINITIONS FOR EACH OF THE FOLLOWING WORDS:

ABIOTICFACTORS DECIDUOUS FOREST BEDROCK DENSITY DEPENDENT FACTOR BIOLOGICAL OXYGEN DEMAND DENSITY INDEPENDENT FACTOR BIOME ECOLOGY BIOTIC FACTORS EDAPHIC FACTORS BIOTIC POTENTIAL EPILIMNION CARRYING CAPACITY EUTROPHIC CLEAR CUTTING HUMUS CLIMATIC FACTORS HYPOLIMNION

LAW OF TOLERANCE

LIMNETIC ZONE

LITTORAL ZONE

OLIGOTROPHIC

PHYSIOGRAPHIC FACTORS

PLANKTON

PROFUNDAL ZONE

SELECTIVE CUTTING

SUBSOIL

THERMOCLINE

TOPSOIL

USE THE UNUSED LETTERS FROM THE WORDSEARCH TO DETERMINE THE MYSTERY STATEMENT:

SECRET MESSAGE IS: ______Biology 20 Unit 4 Worksheet Matter and Energy in Ecosystems Practice and Review #4

1. Define limiting factor. 2. What are physiographic factors? List three. 3. What are climatic factors? List five. 4. What are edaphic factors? Give an example of an edaphic factor? 5. What is the difference between an abiotic and biotic factor? 6. For the following, give the word that each description best describes. a) the physical area where a species lives b) an interacting group of individual organisms of the same species in the same area at the same time c) a group of interacting organisms of different species in the same area at the same time d) large areas with a particular climate and particular plant and animal life 7. What type of abiotic limiting factor is most important in determining biomes? 8. What type of biotic limiting factor is most important in determining biomes? 9. Name the biome(s) best described by the following: a) many trees are needle bearing to reduce water loss during winter months b) many plants have long root systems to extract water and hold soil firmly c) soil is nutrient deficient once trees are removed; mean annual temp is from 20 to 35 degrees Celsius d) mean annual precipitation is less than 25 cm/yr (there are 3) e) plants have colored flower petals to absorb heat radiation to facilitate reproduction processes f) mixture of broad leafed and needle bearing trees g) many amphibians estivate 10. Define biological diversity. 11. What are 5 ways that humans affect ecosystems. 12. What is the distinction between a threatened species and an endangered species important? 13. What reasons can be given to protect endangered species? Which one(s) focus on human benefit? 14. What is the most important abiotic factor that affects animal life in aquatic ecosystems? 15. What is the main source of carbon dioxide in aquatic ecosystems? 16. What happens to some of the CO2 dissolved in water, and what effect does this have on the water? 17. How is water’s ability to dissolve oxygen affected by temperature? 18. What is an “index” species? 19. Define eutrophication. 20. Contrast oligotrophic and eutrophoic lakes. 21. What likely will happen to the oxygen content of water that is exposed to sewage outfall? Explain the process that leads to this change in oxygen level