5/16/2017

1

8: THE CIRCLE OF LIFEHow can we analyze the factors that

affect the stability of an ecosystem?

Drill 1:

5.4 (A Day)

5.5 (B Day)

• Global warming causes an increase in coastal

water temperatures. Increased coastal water

temperature causes a decrease in reproduction of

krill. Which organisms most likely experience an

increase in population?

Outcome: I can

explain

relationships

between biotic

and abiotic

factors in a

population.

CW 1: The Lesson of the Kaibab

• The Wolf Effect

CW 1: The Lesson of the Kaibab

0

10000

20000

30000

40000

50000

60000

70000

80000

90000

100000

1900 1910 1920 1930 1940

Nu

mb

er

of

Dee

r

Year

Number of Deer vs. Year

CW 1: The Lesson of the Kaibab

1. What is carrying capacity? What was the carrying capacity of the Kaibab Plateau estimated to be in 1905?

• Maximum number of organisms that an area an support on a sustained basis

• 1905: 30,000 deer

2. Identify the biotic and abiotic factors that affected the deer population on the Kaibab Plateau.

• Biotic: predators, grass (food), other grazers, livestock, hunters

• Abiotic: harsh cold winters, nutrient availability

3. During 1906 and 1907, what two methods did the Forest Service use to protect the Kaibab deer?

• Ban hunting of deer, exterminate predators of the deer

CW 1: The Lesson of the Kaibab

4. Were these methods successful? Use the data from your graph to support your answer.

• They did not help to preserve the deer population – instead they caused over population, over grazing, and mass starvation

5. Why do you suppose the population of deer declined in 1925, although the elimination of predators occurred?

• 60,000 deer died of starvation due to unmanaged population growth (exceeded carrying capacity)

6. Why do you think the deer population size in 1900 was 4,000 when it is estimated that the plateau has a carrying capacity of 30,000?

• Predators kept the population small, competition for resources, hunting of deer

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CW 1: The Lesson of the Kaibab

7. Based on these lessons, suggest what YOU

would have done in the following years to

manage deer herds.

• 1915: Population was close to carrying capacity –

monitor limiting factors such as predator populations

and food sources to keep the deer population close to

the carrying capacity.

• 1926: Severe over population – Expand hunting

season, relocate some deer to other parks, reintroduce

the predator population

CW 1: The Lesson of the Kaibab

8. It is a criticism of many population ecologists that the pattern of population increase and subsequent crash of the deer population would have occurred even if the bounty had not been placed on the predators. Do you agree or disagree with this statement. Explain your reasoning.

• Disagree – banning the hunting of deer may cause a small population increase, but it wasn’t until the predators were removed that major population growth occurred. Also, predator and deer populations were present long before humans sustainably hunted them in this region.

CW 2: NOTES: Biotic and Abiotic Factors

Biotic Factor:

Biological

influences on

organisms;

Any living part

of the

environment.

Abiotic Factor:

Physical

components of

an ecosystem;

Any nonliving

part of the

environment.

Ex: bull

frog, algae,

insects,

plants

Ex: Water,

sunlight,

heat, soil

type

Biotic + Abiotic = Environment

CW 2: NOTES: Biotic and Abiotic Factors

• Soil is not just dirt!

• Biotic• Plant root – prevent

erosion

• Worms – aerate the soil

• Bacteria – nitrogen fixation

• Moles – break down detritus

• Abiotic• pH of soil

• Water level

• Availability of minerals and nutrients

CW 3: NOTES: Symbiosis

• Types of Community Interactions:

• Predation: Predators affect size of prey populations,

determine the places where prey can live/ feed.

• Herbivory: Herbivores affect size plant populations,

determine the places plants can survive/ grow.

• Keystone Species: Changes in population of keystone

species causes dramatic changes in the structure of the

community.

• Example: Sea otter were nearly eliminated by hunting.

Unexplainably, the kelp forest began to disappear.

Without sea otters to eat them, the sea urchin

population sky rocketed. In turn, they ate up all the kelp.

CW 3: NOTES: Symbiosis

• Types of Community Interactions (Cont.)

• Symbiosis: a relationship in which two species live

closely together

• May benefit, harm, or not affect the organisms involved

• Scientists classify symbiosis into three types:

• Mutualism

• Parasitism

• Commensalism

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CW 3: NOTES: Symbiosis

• Mutualism: Both

organisms benefit (+, +)

• Clownfish: chase away

any anemone eating

species

• Anemone: provides

protection

Protect this

house!!!!!

CW 3: NOTES: Symbiosis

• Parasitism: One

organism benefits at

the expense of another

(+, -)

• Leeches: feed on

blood of the host;

weaken; but do not kill

host

• In predation, one

organism outright kills

another

CW 3: NOTES: Symbiosis

• Commensalism: One organism benefits, while the other is neither helped not harmed. (+ , 0)

• Barnacles grow on a whale. They from the constant movement of water as the whale swims, which is full of food particles. They preform no service for the whale, nor do they harm it.

Summary 1:

5.4 (A Day)

5.5 (B Day)

• HW 1: Section 4.3 Assessment

Outcome: I can

explain

relationships

between biotic

and abiotic

factors in a

population.

Drill 2:

5.8 (A Day)

5.9 (B Day)

• Holes in the Earth’s ozone layer allow more UV light to reach the ocean. An increase in UV light kills marine algae. How will the ocean food web be affected by a large decrease in marine algae? A. There will be fewer marine animals because there

will be fewer producers.

B. There will be no change because the algae are very small.

C. There will be more consumers because the UV light kills producers.

D. There will be fewer consumers because the UV light kills decomposers.

Outcome: I can

describe how

ecosystems

change after a

disturbance. I

can explain how

matter is cycled

through the

environment.Producers

(Usually plants)

1° Consumers

(Herbivores)

2°

Consumers

(Carnivores)

HW 1: Section 4.3 Assessment• 1a. Pioneer species fix atmospheric nitrogen into useful forms for other

organisms, break down rock, and add organic material to form soil

• 1b. Communities change over time because of natural or human disturbances and because organisms alter their environment and pave the way for other species. For example, when trees grow in an area, they provide shade and cooler temperatures near the ground, allowing shade loving organisms to move in.

• 1c. Yes: the whale carcass changes over time as each new species creates new niches for other species.

• 2a. Climax community: end result of ecological succession

• 2b. A community might not change back to its original state due to repeated disturbances, dramatic changes in the microclimate and soil that prevent regrowth of the original climax community, or chance events that determine which species colonize an area.

• 3. You would expect to see increasing numbers and greater diversity of vegetation species and the appearance of slower growing vegetation, such as trees. This is primary succession because the dune starts out without soil or plants.

• 4. Lichens create soil from rocks. These conditions allow a new niche – trees grow in the soil and provide shade… this creates another new niche, that another organism can now move into and use.

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CW 4: Succession Learning Object

• Go to:

http://www.mrphome.net/mrp/succession.swf

• Complete CW 4 in assigned groups

CW 4: Succession Learning Object

• 4A1. Caroline K., Molly

2. Katie, Karen

3. Bailey, Tyjay

4. Daniel, Dustin

5. Christian, Kyle S.

6. Lyndsey, Aisha

7. Brennan, Joab, Frannie

8. Jenna, Jocelyn, Kyle C

9. Noah, Eddie, Andrew

10. Maddie, TaMaya

11. Faydra, Rebekah

12. Caroline D., Valeria

• 1B1. Sophia S., Jessica

2. Bethan, Isabel

3. Shaun, Chris, Jackson

4. Camryn, Amanda

5. Sophia D., Rowan

6. Joseph, Spencer

7. Anya, Debbie

8. Jason, Madison

9. Megan, Jamison

10. Ian, Molly

11. Jillian, Alexa

12. Ben, Kevin

CW 4: Succession Learning Object

• 4B1. Jackson, Madeline

2. Cayla, Liz, Sara

3. Zachary, Brendan

4. Paige, Ethan

5. Sean, Mason

6. Aidan, Andrew, Asa

7. Sam, Jacob

8. Mollie, Alyssa

9. Cora, Heidi, Kara

10. Dominic, Jayden

11. Max, Aaron

12. Bryce, Faith

CW 4: Succession Learning Object

1. What is succession?

• A change in the structure and make up of the living

parts of a community over time.

2. What is a community?

• Made of up populations of organisms that interact with

each other.

3. Complete the flow chart below.

Original Community

Catalyst:

(Wind, Fire, Lightning,

Drought, Rain)

Over TimeClimax

Community (Stable)

CW 4: Succession Learning Object

4. Make a flow map showing the primary

succession on the island, from formation to

large trees being dominant.

5. Explain how temperature and rainfall affect the

time needed to reach the climax community.

• High temperature and rainfall cause faster succession

than low temperature and rainfall.

Mosses and

Lichens

Formation of Soil

Grasses invade

Shrubs, Weeds, Larger Plants

Trees gradually become

dominant

CW 4: Succession Learning Object

6. Make a flow map showing the secondary

succession, from the fire to large trees being

dominant.

Mosses, Lichens,

and Micro-organisms

Grasses begin to

grow

Weeds and larger

plants start to invade

Shrubs

Trees gradually become

dominant

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CW 4: Succession Learning Object

7. Label the part of the island with the correct type

of vegetation where it is most concentrated.

CW 4: Succession Learning Object

8. Label the correct type of vegetation to the

correct time slot in the timeline below.

CW 4: Succession Learning Object

1. How is primary and secondary succession

different?

• Secondary succession begins with soil; primary

succession begins with bare rock.

2. How is primary and secondary succession the

same?

• Both involve species moving in over time, with each

new species changing and preparing the environment

for the next incoming species.

• Both end with a climax community.

CW 4: Succession Learning Object

3. What is the first group of organisms to colonize

an area called? Why are they important?

• Pioneer species – they prepare the environment for the

next species to move in

4. What species is able to live on bare rock? Why

is this species important?

• Lichens and mosses – they break down the rock to

make soil

CW 4: Succession Learning Object

5. Why does primary succession take longer than

secondary succession?

• Soil needs to be created from rocks first – this takes a

lot of time.

6. List some events that would start primary

succession.

• Volcano eruption, formation of a new island

7. List some events that would start secondary

succession.

• Fire, flood that recedes away

Primary SuccessionBegins

with

bare

rock.

Pioneer species move in:

Mosses, lichens, and grasses.

Deposit organic matter (soil) and

break down rock.Larger trees grow; produces

climax community.

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Secondary SuccessionBegins with soil;

previous community

destroyed by flood,

fire, etc.Remaining plants grow; seeds

sprout

Larger trees grow;

produces the original

climax community.

CW 5: Cycles of Matter Jigsaw

• Each group member will read Section 3.4 in the

text.

• Assign a section to each group member.

• Answer each question in your assigned section using

the textbook. We are looking for complete

understanding of the question – so we can connect the

information together.

• Share answers with your group members.

CW 5: Cycles of Matter Jigsaw

• 4A1. Katie, Karen, Noah,

Eddie, Andrew

2. Bailey, Tyjay, Lyndsey, Aisha, Caroline K., Molly

3. Jenna, Jocelyn, Kyle C., Daniel, Dustin

4. Christian, Kyle S., Brennan, Joab, Frannie

5. Maddie, TaMaya, Faydra, Rebekah, Caroline D., Valeria

• 1B1. Sophia S., Bethan,

Isabel, Chris, Kevin, Jackson

2. Camryn, Sophia D., Rowan, Joseph, Spencer

3. Anya, Debbie, Jason, Madison, Megan

4. Jamison, Jillian, Alexa, Ben, Amanda, Jessica

5. Molly, Ian, Shaun,

CW 5: Cycles of Matter Jigsaw

• 4B

1. Jackson, Madeline, Cayla, Liz, Sara, Andrew

2. Paige, Ethan, Sam, Jacob, Asa

3. Sean, Mason, Dominic, Jayden, Cora

4. Mollie, Alyssa, Max, Aaron, Brendan

5. Heidi, Kara, Bryce, Faith, Zachary, Aidan

Summary 2:

5.8 (A Day)

5.9 (B Day)

•HW 2: Section 3.3

Assessment (Food Webs)

•Complete your assigned

questions from CW 5

•Work on the HSA review:

checked on 5/18 (A Day)

and 5/19 (B Day)

Outcome: I can

describe how

ecosystems

change after a

disturbance. I

can explain how

matter is cycled

through the

environment.

Drill 3:

5.10 (A Day)

5.11 (B Day)

• Identify the role of each

organism in the food web

• Make a pyramid to show

the relationship among

the organisms in the food

webOutcome:

Explain how

matter is

recycled through

an ecosystem

by completing

the matter

cycles jigsaw.

Producers

(Grasses)

1° Consumers

(Zebra, Gazelle)

2°

Consumers

(Lion, Vulture)

Vulture: scavenger

(place at lowest

feeding level)

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HW 2: Section 3.3 Assessment• 1a. Energy is not recycled. Energy

enters an ecosystem and flows through a food chain, but it is not reused – it is lost as heat.

• 1b. A decrease in the population of crayfish would likely result in less food available to raccoons, pig frogs, and anhinga. These populations might decrease. Populations on which the crayfish feed, such as plants, detritus, and grass shrimp, may increase.

• 2a. Primary producers are autotrophs that make their own food using energy from the sun or from chemicals. Primary consumers feed on primary producers. Secondary consumers feed on primary consumers.

Secondary Consumers

Primary Consumers

Primary Producers

HW 2: Section 3.3 Assessment

• 2b. Yes – they are needed to recycle matter and

nutrients, so they can be used by the primary

producers. Without them, nutrients would remain

locked away in dead organisms.

• 3a. Autotrophs make sugars using light or

chemical energy sources. Energy is then

transferred from one organism to another by

eating or being eaten. Between each trophic

level, some energy is lost as heat.

• 3b. The sun OR chemical compounds.

CW 5: Cycles of Matter Jigsaw

• Share you answers with your group members.

CW 5: Cycles of Matter Jigsaw

Recycling in the Biosphere

1. How is the flow of matter in an ecosystem

different than the flow of energy?

• Matter can be recycled; energy is a one way flow and

cannot be recycled.

2. What three types of processes are involved in

cycles of matter? Give an example of each

type of process.

• Biological: photosynthesis

• Geological: Volcanic eruptions

• Chemical/ Physical: Nitrogen fixation by lighting

CW 5: Cycles of Matter Jigsaw

The Water Cycle

3. What is the relationship between transpiration and evaporation in the water cycle?

• Transpiration: release of water by trees (sucked up by roots, lost through leaves) into atmosphere

• Evaporation: water goes from liquid to gas, into atmosphere

• Both become rain.

4. What is groundwater? What is its role in the water cycle?

• Groundwater: rain absorbed into soil. Re-enters atmosphere by transpiration (when taken up by plants) or evaporation. Becomes rain.

CW 5: Cycles of Matter Jigsaw

The Carbon Cycle

5. Why do organisms need nutrients?• Build tissues and carry out life functions

6. Why is life on Earth often described as “carbon-based life”?

• Carbon is a major component in the molecules of life (carbohydrates, proteins, lipids, etc.)

7. What processes remove carbon from the atmosphere? What processes release carbon into the atmosphere?

• Remove: photosynthesis, deposition

• Release: cellular respiration, burning forests, cars

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CW 5: Cycles of Matter Jigsaw

The Nitrogen Cycle

8. Why do living organisms need nitrogen?

• To make amino acids and nucleic acids (proteins, DNA,

MRA)

9. What role(s) do bacteria play in the nitrogen

cycle?

• Fix nitrogen from the air into a form that is useable to

living organisms.

CW 5: Cycles of Matter Jigsaw

The Phosphorous Cycle

10. How does the phosphorous cycle differ from

the carbon, oxygen, and nitrogen cycles?

• Phosphorus does not enter the atmosphere in

significant amounts, but is still important for life.

CW 5: Cycles of Matter Jigsaw

Nutrient Limitation

11. Explain how a nutrient can be a limiting factor

in an ecosystem.

• If there is plenty of sunlight and water, the nutrients

available can limit the growth of plants – thus limiting

the ecosystem.

12. Identify one positive effect and one negative

effect of fertilizer use on soil or aquatic

ecosystems.

• Positive: make food grow for humans

• Negative: run off causes algae blooms, leads to dead

zones with no oxygen, kills organisms in water.

CW 6: Food Chains and Energy Pyramids

CW 6: Food Chains and Energy Pyramids CW 6: Food Chains and Energy Pyramids

Seeds, Fruit, Algae,

Grass, Coniferous Tree

Deciduous Tree

Hare, Minnow,

Vole, Nuthatch,

Grasshopper

Magpie,

Mink,

Trout

Bobcat

10

100

1000

10000

3° Consumer

2° Consumer

1° Consumer

1° Producer

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CW 6: Food Chains and Energy Pyramids

1. Which trophic level had the largest number of

organisms? The smallest?

• Largest number of organisms: primary producer

• Smallest number of organisms: tertiary consumer

2. Biomass is the total amount of living tissue

within a given trophic level. Explain how

biomass changes as you go up the energy

pyramid.

• As the number of organisms that each can level support

decreases, so does the biomass

CW 6: Food Chains and Energy Pyramids

3. If each organism is equal to one energy unit, what

percent of the energy was transferred from each trophic

level to the next trophic level? (Show work for each

calculation – you should have three!)

# 𝑜𝑓 𝑒𝑛𝑒𝑟𝑔𝑦 𝑢𝑛𝑖𝑡𝑠 𝑖𝑛 ℎ𝑖𝑔ℎ𝑒𝑟 𝑡𝑟𝑜𝑝ℎ𝑖𝑐 𝑙𝑒𝑣𝑒𝑙

# 𝑜𝑓 𝑒𝑛𝑒𝑟𝑔𝑦 𝑢𝑛𝑖𝑡𝑠 𝑖𝑛 𝑙𝑜𝑤𝑒𝑟 𝑡𝑟𝑜𝑝ℎ𝑖𝑐 𝑙𝑒𝑣𝑒𝑙× 100 = % 𝑜𝑓 𝑒𝑛𝑒𝑟𝑔𝑦 𝑢𝑛𝑖𝑡𝑠 𝑡𝑟𝑎𝑛𝑠𝑓𝑒𝑟𝑟𝑒𝑑

Levels Calculation % Energy Transferred

Level 1 to 2

Level 2 to 3

Level 3 to 4

1000

10000× 100% = 10%

100

1000× 100% = 10%

10

100× 100% = 10%

CW 6: Food Chains and Energy Pyramids

4. Extra energy is lost as heat. How much energy

is released as heat between each trophic level?

• 90% if the energy between levels is lost as heat

5. One of the most important rules in ecology is

called “The Rule of 10%.” Based on this

activity, what do you think is meant by this rule?

• That energy transfer between trophic levels is very

inefficient – only 10% is transferred

• The biomass at each trophic level depends on those

below it

Summary 3:

5.10 (A Day)

5.11 (B Day)

• HW 3: Section 3.3 Assessment Trophic

Levels

• Work on the HSA review: checked on

5/18 (A Day) and 5/19 (B Day)

Outcome:

Explain how

matter is

recycled through

an ecosystem

by completing

the matter

cycles jigsaw.

Drill 4:

5.12 (A Day)

5.15 (B Day)

• An increase in the use of fossil fuels has

increased the amount of sulfur

compounds in Earth’s atmosphere. Which

of these is a direct result of the increased

amount of sulfur in the atmosphere?

a. an increase in acid rain

b. an increase in severe storms

c. an increase in global warming

d. an increase in the rate of ozone depletion

Outcome:

Determine the

effect of

pollutants in the

ecosystem by

completing the

bio-

magnification

investigation.

HW 3: Section 3.3 Assessment

• 1a. 2 column chart

• 1b. Trophic level: each step in a food chain or

web; feeding level

Energy Shows relative amount of energy available at each trophic

level

90 % energy is lost between each level Always a pyramid

Biomass Shows relative amount of living organic matter available at

each trophic level

Biomass is limited by amount of energy available May not be a pyramid

Numbers Shows number of individual organisms at each trophic level

May not be a pyramid

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HW 3: Section 3.3 Assessment

• 2a. On average, only 10% of the energy available is transferred between levels. The rest is used for life processes or released into the environment as heat.

• 2c. In order to build biomass, organisms need to consume energy in the form of food. If the amount of energy is limited, so is the amount of biomass which can be built.

• 2b.

0.01%

0.1%

1%

10%

100%

CW 7: NOTES: Food Webs & Trophic Levels

CW 7: NOTES: Food Webs & Trophic Levels

Primary Producers

• Autotrophs: Use sunlight/ chemicals to make own food

from inorganic compounds

• Primary producers: autotrophs store energy in forms that

make it available to other organisms

CW 7: NOTES: Food Webs & Trophic Levels

• Herbivores:• Eat plants

• Cows, Deer

• Carnivores:• Kill and eat other animals

• Catching prey is difficult, but meat is rich in nutrients

• Snakes, cats, otters

• Omnivores:• Diet includes plants and

animals

• Humans, bears, pigs

• Detrivores:• Feed on detritus

• Mites, snails, crabs

• Scavengers:• Eat carcasses of already

dead animals

• May have been killed by a carnivore or died of natural causes

• Vultures

• Decomposers:• Chemically break down dead

material (plant and animal) into detritus

• Releases nutrients (that would otherwise remain locked away in dead organisms) to be used by primary producers

• Fungus, bacteria

Consumers

CW 7: NOTES: Food Webs & Trophic Levels

• Food Webs

• Network of feeding

relationships

• Series of steps in which

organisms transfer

energy by eating or

being eaten

CW 7: NOTES: Food Webs & Trophic Levels

• Trophic Levels

• Each step in a food chain = trophic level

• Ecological pyramids show trophic levels of an

ecosystem

• 3 types:

• Energy

• Biomass

• Numbers

5/16/2017

11

CW 7: NOTES: Food Webs & Trophic Levels

• Pyramids of Energy

• Show energy available

at each trophic level

• Energy transfer is

inefficient: only 10% can

be stored as biomass

• 90% lost as heat during

biological processes

CW 7: NOTES: Food Webs & Trophic Levels

• Pyramids of Biomass

• Biomass: total mass of

living tissue in a trophic

level

• Trophic level cannot

contain more organisms

than there is energy to

support

CW 7: NOTES: Food Webs & Trophic Levels

• Pyramids of

Numbers

• Shows # of organisms at

each level

• Might not be a pyramid:

50 insects feed on 1 oak

tree.

25

50

1

30

10

60

CW 8: Bioaccumulation Investigation

• 4A1. Caroline K., Molly,

Valeria

2. Katie, Karen, Faydra,

3. Bailey, Tyjay

4. Daniel, Dustin

5. Christian, Kyle S.

6. Lyndsey, Aisha, Caroline D.

7. Brennan, Joab, Frannie

8. Jenna, Jocelyn, Kyle C

9. Noah, Eddie, Andrew

10. Maddie, TaMaya, Rebekah

• 1B1. Bethan, Isabel., Jessica

2. Shaun, Chris, Jackson

3. Sophia D., Amanda

4. Rowan, Camryn, Sophia S., Ben, Molly

5. Joseph, Spencer

6. Anya, Debbie

7. Jason, Madison

8. Megan, Jamison

9. Ian, Kevin

10. Jillian, Alexa

CW 8: Bioaccumulation Investigation

• 4B1. Jackson, Madeline

2. Cayla, Liz, Sara

3. Zachary, Brendan

4. Paige, Ethan, Same

5. Sean, Mason, Max

6. Aidan, Asa, Jacob

7. Andrew, Dominic

8. Mollie, Alyssa

9. Cora, Heidi, Kara

10. Bryce, Faith, Aaron

11. Jayden

CW 8: Bioaccumulation Investigation

• Persistent Organic Pollutants (POPs)

• Mercury

• DDT/DDE (Dichloro-diphenyl trichloroethane)

• PCBs (Polychlorinated biphenyls)

5/16/2017

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CW 8: Bioaccumulation Investigation

Mercury

CW 8: Bioaccumulation Investigation

• DDT: Used to kill mosquitoes and prevent the spread of malaria, sprayed on plants

• Some of the DDT washes off into lakes and rivers; some is eaten by primary consumers. The DDT changes into DDE; which is insoluble in water. The DDE concentrates in the fat tissues of animals.

• Problems in Birds:• Reproductive failure (in birds- eggshell thinning)

• Immune system problems

• Nervous system damage

• Death

CW 8: Bioaccumulation Investigation

• Why are Eagles so Affected?

• Eagles are tertiary consumers – the DDE

bioaccumulates in organisms, and biomagnifies as

trophic level increases.

• Bioaccumulation: the accumulation of a contaminant/

toxin in an organism from all sources (e.g., food, water,

air).

• Biomagnification: the increase in concentration of

toxin as it passes through trophic levels.

CW 8: Bioaccumulation Investigation

• PCBs

• Skin damages, rashes

• Ocular lesions

• Liver damage

• Lowered immune response

• Death

CW 8: Bioaccumulation Investigation

PCBs

Plankton

Crayfish

Small Mouth Bass

Skittles

Periphyton

Cups

Bowl

Tank

Beads

Biomagnification Pathway

Bioaccumulation Pathway

CW 8: Bioaccumulation Investigation

Periphyton

Day

PCB units Biomass units

(number of candies

after respiring)

Total units(number of

beads)

0 0 1 1 0

1 0 2 2 0

2 1 3 4 0.25

3 2 4 6 0.33

4 3 5 8 0.38

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CW 8: Bioaccumulation Investigation

Crayfish

Day

PCB units

( number of

beads)

Biomass units (number

of candies after

respiring)

Total units

0 0 10 10 0

1 12 12 24 0.50

2 24 14 38 0.63

3 36 16 52 0.69

4 48 18 66 0.73

CW 8: Bioaccumulation Investigation

Smallmouth Bass

Day

PCB units

( number of

beads)

Biomass units

(number of candies

after respiring)

Total units

0 0 20 20 0

1 96 23.6 119.6 0.80

2 192 27.2 219.2 0.88

3 288 30.8 318.8 0.90

4 384 34.4 418.4 0.92

CW 8: Bioaccumulation Investigation

0

50

100

150

200

250

300

350

400

0 1 2 3 4

PC

B U

nit

s

Day

Biomagnification in Lake Ecosystem

Periphyton

Crayfish

Bass

Summary 4:

5.12 (A Day)

5.15 (B Day)

• HW 4: Section 4.2 Assessment

• Work on the HSA review: checked on

5/18 (A Day) and 5/19 (B Day)

• Complete CW 1 to 7 if not done

• LINCs wordsOutcome:

Determine the

effect of

pollutants in the

ecosystem by

completing the

bio-

magnification

investigation.