Unit 2.1 Name:

Opening Act iv i ty :

Rev iew of Old Informat ion: N/A

New Informat ion: I . The Introduct ion to Eco logy

a. _______________________ – The study of interactions of organisms and their environments

i. Alternate Definition: the study of (-logy) ecosystems (eco-) KEY THEME: ALL ORGANISMS ARE INTERDEPENDANT

Everything is interconnected, if an organism eats, drinks, sleeps, lives, dies, it affects other organisms

b. The Levels of Ecology 1. The study of ecology is divided into a ____________ level hierarchy. 2. These levels range from very broad to very specific

ii. “The 5 Levels” 1. _________________________________________

a. The broadest most inclusive level of organization b. Earth and it’s atmosphere, all life is included

2. _________________________________________ a. All ecosystems add up to form the biosphere b. The living and nonliving things that compose a particular place c. Ex.

3. _________________________________________ a. Only the interacting organisms living in an area b. Multiple species involved c. Ex.

4. _________________________________________ a. All of the members of one species living in one place at one time b. Ex.

5. _________________________________________ a. One organism in a population b. Ex.

I I . The Organ ism Leve l a. ______________ Factors (bio = living) – all of the living things that can affect an

organism i. Ex.

b. ______________ Factors (A = without) – all of the non-living things that can affect an organism

i. Ex.

What  does  biotic  mean?  

Why  is  carbon  dioxide  an  abiotic  factor?  

Cirlces  the  correct  answer:  

Bioflims  are  an  example  of  a  (biotic/abiotic)  factor  affecting  a  (biotic/abiotic)  factor?  

Predator-­‐prey  relationships  are  examples  of  (biotic/abiotic)  factors  affecting  (biotic/abiotic)  factors.  

When  the  wolf  population  went  down  in  Yellowstone  National  Park,  the  vegetation  density  in  the  area  went  (up/down).  

III. Responses to a Changing Env i ronment – organisms adjust to changing biotic and abiotic

factors a. _____________________________

i. Organisms adjusting their tolerance to environmental factors ii. Ex.

Tolerance Curve:

b. Control of Internal Conditions i. ________________________

1. Conformers do not regulate their internal conditions. Their internal conditions conform!

a. Ex. ii. _______________________

1. Regulators use energy to control internal conditions a. Ex.

c. Escape from Unsuitable Conditions i. ________________________ – A long term escape of a period of reduced activity

1. Ex. ii. ________________________ – Moving to a more favorable habitat

1. Ex.

IV . A Organ isms Role in the Env i ronment

a. ______________________ – The role a species plays in its environment i. Your niche:

______________________________________________________________

b. Types of Niches i. _________________ Niche – range of conditions and resources a species

POTENTIALLY use ii. _________________ Niche – range of resources a species ACTUALLY uses iii. _________________ Niche – lots of different resources and conditions

1. _________________ – An organism that uses lots of different resources and conditions

a. _____________________ – Eat everything b. _____________________ – Eats everything

iv. _________________ Niche – very few resources and conditions 1. ______________ – An organisms that uses very few resources and

conditions a. ___________________ – Only eat bamboo b. ___________________ – Only eat eucalyptus

V. The  Population  Level  a. ____________________  -­‐  A  group  of  organisms  that  belong  to  the  SAME  SPECIES  and  live  in  the  

SAME  PLACE  at  the  SAME  TIME  b. Population  Properties  

i. _________________________  –  the  number  of  individuals  in  a  population  ii. _________________________  –  measure  of  individuals  per  area  (how  crowded  the  

population  is)  iii. _________________________  –  how  the  individuals  a  spread  out  in  a  given  area  

1. ______________  –  individuals  clustered  together  2. ______________  –  individuals  seperated  evenly  3. ______________  –  individuals  spread  randomly  

 

 

 

 

           Clumped         Even                      Random  

 

c. Population  Growth  i. THINGS  THAT  AFFECT  Population  Growth  Rate  

1. __________________  –  the  movement  of  individuals  into  a  population  2. __________________  –  the  movement  of  people  out  of  the  population  3. Birth  Rate  4. Death  Rate  

a. _________________  –  how  long  the  average  individual  is  expected  to  live  d. Types  of  Population  Growth  

I. Growth  Rate  Curves  a. Exponential  Model           The  Logistic  Model    

 

 

b. Logistic  Model  notes  i. _____________________  –  a  factor  that  restrains  or  stops  the  growth  of  a  population  

1. Examples  a. Not  enough  _____________________  b. Not  enough  _____________________  c. Not  enough  _____________________  

ii. __________________________  –  the  number  of  individuals  an  environment  can  support  over  a  long  period  of  time  

1. Label  the  carrying  capacity  on  your  logistic  model  drawing  c. Population  Factors  

i. ______________________________________  –  factors  that  rely  on  population  size  1. Triggered  by  increase  in  population  2. Ex.  

ii. _______________________________  –  factors  that  don’t  rely  on  the  population  size  1. Reduce  the  population  regardless  of  size  2. Ex.  

 

d. ___________________________________  –  the  growing  and  shrinking  of  populations  i. The  classic  –  lynx  vs.  hare  simulation  

 

Act iv i ty : Deer: Predation or Starvation  Introduction: In 1970 the deer population on an island forest reserve about 518 square kilometers in size was about 2000 animals. Although the island had excellent vegetation for feeding, the food supply obviously had limits. Thus the forest management personnel feared that overgrazing might lead to mass starvation. Since the area was too remote for hunters, the wildlife service decided to bring in natural predators to control the deer population. It was hoped that natural predation would keep the deer population from becoming too large and also increase the deer quality (or health), as predators often eliminate the weaker members of the herd. In 1971, ten wolves were flown into the island. The results of this program are shown in the following table. The Population Change is the number of deer born minus the number of deer that died during that year. Fill out the last column for each year (the first has been calculated for you).

Year Wolf Population

Deer Population Deer Offspring Predation Starvation Deer Population

Change 1971 10 2,000 800 400 100 +300 1972 12 2,300 920 480 240 1973 16 2,500 1,000 640 500 1974 22 2.360 944 880 180 1975 28 2,224 996 1,120 26 1976 24 2,094 836 960 2 1977 21 1,968 788 840 0 1978 18 1,916 766 720 0 1979 19 1,952 780 760 0 1980 19 1,972 790 760 0 1. Graph the deer and wolf populations on the graph below. Use one color to show deer populations and another color to show wolf populations.

Analysis

1. Describe what happened to the deer and wolf populations between 1971 and 1980.

2. What do you think would have happened to the deer on the island had wolves NOT been introduced?

3. Most biology textbooks describe that predators and prey exist in a balance. This "balance of nature" hypothesis has been criticized by some scientists because it suggests a relationship between predators and prey that is good and necessary. Opponents of this hypothesis propose the following questions: Why is death by predators more natural or "right" then death by starvation? How does one determine when an ecosystem is in "balance"?

Unit 2.2 Name:

Opening Act iv i ty :

Rev iew of Old Informat ion:

1. Look ing at a growth rate graph the var iab le K =

2. A character ist ic of a r spec ies =

3. A character ist ic of a k spec ies =

Est imat ing Populat ion S ize

Objective: You will be expected to estimate the size of a sample population using the mark-recapture technique. Be able to apply the technique to new population problems and compare the mark and recapture technique to other methods of population estimating.

1. If you were in charge of a team given the responsibility to determine the number of sunfish in Horseshoe Lake, discuss with your partner how would you accomplish this task and describe in detail below.

Technique 1: Sampl ing

A technique called sampling is sometimes used to estimate population size. In this procedure, the organisms in a few small areas are counted and projected to the entire area. For instance, if a biologist counts 10 squirrels living in a 200 square foot area, she could predict that there are 100 squirrels living in a 2000 square foot area.

2. A biologist collected 1 gallon of pond water and counted 50 paramecium. Based on the sampling technique, how many paramecium could be found in the pond if the pond were 1,000 gallons?

3. What are some problems with this technique? What could affect its accuracy?

Technique 2 - Mark and Recapture

DATA

Trial Number Number Captured Number Recaptured with mark

1

2

3

4

5

6

7

8

9

10

Total:

In this procedure, biologists use traps to capture the animals alive and mark them in some way. The animals are returned unharmed to their environment. Over a long time period, the animals from the population are continued to be trapped and data is taken on how many are captured with tags. A mathematical formula is then used to estimate population size. Procedure: -You will receive a bag that represents your population (beans, pennies, chips, beads) -Capture 10 “animals” by removing them randomly from the bag. -Place a mark on them using tape or string -Return the 10 marked “animals” to the container -With your eyes closed, grab a handful of the population. This is the recapture step. -Record the number of “animals” recaptured in total and the number that have a mark on them on the data table -Return the “animals” to the bag and repeat. Do 10 recaptures. -When the ten recaptures are completed, enter the totals on the data table

4. Calculations = Find your Population Estimate

Estimated Size ___________

5. Use the code-name on your bag to check with the teacher about how many “animals” are really in your population. Name on Bag ___________________________ Actual Size _________

Analys is

6. Compare the actual size to the estimated size. Did you overestimate or underestimate?

7. Cont inue the experiment by filling out the data table. Recalculate your estimate using the formula. (Show below)

Trial Number

Number Captured

Number Recaptured with

mark

11

12

13

14

15

16

17

18

19

20

Total: (add original data + new

data)

(add original data + new

data)

8. Recalculate your estimate by entering the original + new data totals into the formula. Is the new estimate closer to the actual total?

9. Given the following data, what would be the estimated size of a butterfly population in Wilson Park. A biologist originally marked 40 butterflies in Wilson Park. Over a month long period ­ butterfly traps caught 200 butterflies. Of those 200, 80 were found to have tags. Based on this information, what is the estimated population size of the butterflies in Wilson Park? SHOW WORK to get credit.

Act iv ity: The Lesson of the Kaibab

Introduction: The environment may be altered by forces within the biotic community, as well as by relationships between organisms and the physical environment. The carry ing capacity of an ecosystem is the maximum number of organisms that an area can support on a sustained basis. The density of a population may produce such profound changes in the environment that the environment becomes unsuitable for the survival of that species. For instance, overgrazing of land may make the land unable to support the grazing of animals that lived there.

Background

Before 1905, the deer on the Kaibab Plateau were estimated to number about 4000. The average carrying capacity of the range was then estimated to be about 30,000 deer. On November 28th, 1906, President Theodore Roosevelt created the Grand Canyon National Game Preserve to protect the "finest deer herd in America."

Unfortunately, by this time the Kaibab forest area had already been overgrazed by sheep, cattle, and horses. Most of the tall grasses had been eliminated. The first step to protect the deer was to ban all hunting. In addition, in 1907, The Forest Service tried to exterminate the predators of the deer. Between 1907 and 1939, 816 mountain lions, 20 wolves, 7388 coyotes and more than 500 bobcats were killed.

Signs that the deer population was out of control began to appear as early as 1920 - the range was beginning to deteriorate rapidly. The Forest Service reduced the number of livestock grazing permits. By 1923, the deer were reported to be on the verge of starvation and the range conditions were described as "deplorable."

The Kaibab Deer Investigating Committee recommended that all livestock not owned by local residents be removed immediately from the range and that the number of deer be cut in half as quickly as possible. Hunting was reopened, and during the fall of 1924, 675 deer were killed by hunters. However, these deer represented only one-tenth the number of deer that had been born that spring. Over the next two winters, it is estimated that 60,000 deer starved to death.

Today, the Arizona Game Commission carefully manages the Kaibab area with regulations geared to specific local needs. Hunting permits are issued to keep the deer in balance with their range. Predators are protected to help keep herds in balance with food supplies. Tragic winter losses can be checked by keeping the number of deer near the carrying capacity of the range.

1. Graph the deer population data. Place time on the X axis and "number of deer" on the Y axis

DATA TABLE

Year Deer Population

1905 4,000 1910 9,000 1915 25,000 1920 65,000 1924 100,000 1925 60,000 1926 40,000 1927 37,000 1928 35,000 1929 30,000 1930 25,000 1931 20,000 1935 18,000 1939 10,000

Analys is

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

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

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

4. 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?

5. Based on these lessons, suggest what YOU would have done in the following years to manage deer herds.

1915:

1926:

6. 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.

Unit 2.3 Name:

Sect ion Tit le : Ecology: the populat ion level

Opening Act iv i ty :

Rev iew of Old Informat ion: This virtual lab has instructions on the left hand side and also contains pages to enter data and questions. However, you will enter data and answers using the data table below and the questions on the following page.

How to get there: ( http://glencoe.mcgraw-hill.com/sites/dl/free/0078757134/383928/BL_04.html )

Data Table

P. aurelia grown alone, cells/mL

P. caudatum grown alone, cells/mL

P. aurelia grown in mixed culture, cells/ mL

P caudatum grown in mixed culture, cells/mL

Day O 1 1 1 1

Day 2 5 5 4 5

Day 4 22 11 14 10

Day 6 38 22 29 8

Day 8 40 24 35 6

Day 10 45 28 36 2

Day 12 45 26 41 2

Day 14 44 26 41 0

Day 16 44 26 41

0 1. On what day did the Paramecium caudatum population reach the carrying capacity of the environment when it was grown alone? How do you know?

2. On what day did the Paramecium aurelia population reach the carrying capacity of the environment? How do you know?

3. Explain the differences in the population growth patterns of the two Paramecium species. What does this tell you about how Paramecium aurelia uses available resources?

4. Explain how this experiment demonstrates that no two species can occupy the same niche.

 

New Informat ion: Human Population Growth Human Populat ion

–1970: _________ billion

–2011: __________ billion

–Growth Rate ______%

–Suggested carrying capacity = __________ billion

Measur ing Populat ions

•Human Demography: Demos (___________) & graphos (____________________)

•Estimated that _____________% of population growth will occur in _______________ world countries

•Fertility & Birth rates:

–Crude birthrate: _______________________________

–Total fertility rate: # of _______________ born to an ave. woman in a pop during her ____________ reproductive life

–Zero Population Growth (ZPG): also called replacement level of fertility; # of ___________ at which people are _________ themselves

•Mortality and Death Rates:

–crude death rates ____________________________________________; value sensitive to age structure of population.

•Population Growth Rates:

–Natural Increase: _____________________________________________

–Total Growth Rate: includes ___________________ and ________________, as well as births and deaths; world growth rate is about 1.4%

•Life Span and Life Expectancy: ______________ mortality, not _______________ fertility, is primary cause for most population growth; higher income = higher life exp.

Growth Rates Calcu lated

•Birth rate-Death Rate = ___________________________

•Growth Rate: the amount by which a population changes size in a given time.

•Divide populations into groups of ________________

–Birth rate per 1000: 52/1000 = ______________ per capita

–Death rate per 1000: 14/1000 = ______________ per capita

–0.052 – 0.014 = _______________ growth per capita

•Population of 50,000: then _____________ x _____________ = _______________ added to a population

Human Populat ion Growth Today

•______________ percent of world’s population lives in developed countries – less than 0.01 per capita growth rate

•______________ percent of worlds population lives in developing countries – higher growth rate

Why?

•Population ____________________ also plays role in measuring growth

•Dependency Ratio: # of ___________________ individuals in pop.; may have strain on countries with high % of young or old people.

•+ Pressures:

–Pronatalist: factors increasing desires to have _____________ (support, status, “birth dearth,” etc.)

•- Pressures:

–_______________ education

–_______________ status

Age Structure and TFR

•Age Structure and total fertility rate largely affect growth rate of populations.

•__________________-based pyramids are characteristic of populations with

–_______ birth rates

–_______ life expectancies (where many people die before reaching old age)

•advances in public ________ have recently reduced infant and childhood mortality.

_______________________________________________________________________________________________

•Many humans survive ______________ of their potential life span and die at old age.

•Survivorship of many wild birds is the ____________ throughout their life span once fledged.

•In organisms that produce ________________ offspring, survivorship is ______________ among the juveniles and high after that (ex.fish).

_____________________________________________________________________

Act iv ity : Human Populat ion Growth Webquest

http://www.census.gov/cgi-bin/popclock 1. What is the exact time right now? 2. What is the U.S. population right now?

http://www.demographia.com/db-2000stater.htm 3. Where is Ohio ranked among state populations? 4. What percent of people in the US live in Ohio?

Google Least Developed Countries and click on the website http://www.unohrlls.org/en/ldc/25/ How many are there? ______________ 8.Select any two countries from the list and find the following data: 1st Country you selected _____________ a. Population. ___________ b. Surface area. _______________ c. Population density.____________ 2nd Country you selected _______________ a. Population. ___________ b. Surface area. _______________ c. Population density._________________

Go to http://www.pbs.org/wgbh/nova/wor ldbalance/numbers.html , and click on Printable Version.

1. How would you describe the trend in human population growth? When was it slow? What has happened to the relative speed of growth?

2. Where is most of the growth occurring?

Go to http://www.populat ionconnect ion.org/s ite/PageServer?pagename=issues_protect ingtheplanet

and open Ten Population and Environment Connections

7. Summarize the 3 of the ten environmental concerns linked with population growth.

8. Which of these ten do you think Americans contribute to most? Why?

 

 

Sect ion: 2.4 Name:

Sect ion Tit le : Ecology-the community leve l

Opening Act iv i ty :

Rev iew of Old Informat ion: N/A

New Informat ion:

I I . The Community Level – ____________________________________________________________________________

a. There are 5 types of species interactions i. ______________________________

1. Determines relationships in the food web

2. Regulates population _______________

3. Some prey defenses include a. _______________

b. _______________

c. _______________

d. _______________

4. Includes _______________ eating plants.

ii. __________________________ - involves parasite and host.

1. Similar to predation, but does not result in immediate death of host.

2. Types of parasites include _______________ (oustside of body, ticks, fleas, lice, etc.) and _______________ (inside of body, bacteria, protists, tapeworms, etc.)

iii. __________________________

1. Results from two or more species using the _______________ limited resource.

2. _______________ _______________ - one species eliminated from community b/c of competition for SAME RESOURCE

3. Alternatives to cause Competitive Exclusion: a. ____________ ____________: individuals adjust to use different

resources

b. ____________ ____________: individuals use less resources to survive

iv. __________________________

1. Cooperative relationship where both species receive some benefit a. ex.

v. __________________________

1. Relationship where one species benefits and the other is not affected a. Buffalo and Birds – Buffalo move and stir up insects and grass,

birds then eat the insects

b. Community Propert ies i. ______________________________ - The number of species a community

contains. 1. Communities _______________ to the equator have more species.

2. Richness improves community _______________ (ability to resist

change)

c. Communit ies Changing i. ____________________________ - the gradual re-growth of species in an

area.

ii. ____________________________ - community development in an area not previously inhabited.

iii. ____________________________ – community development in an area

previously inhabited but then destroyed

iv. ____________________________ - small, fast-growing, fast-reproducing species; predominate early in succession.

v. ____________________________ - stable end point of succession

Act iv i ty : Answer the fo l lowing rev iew quest ions over what was d iscussed in c lass over community eco logy.

1) _____Which of the pairs of parasites listed below are endoparasites? a) tapeworms and leeches c) leeches and fleas b) tapeworms and bacteria d) ticks and mosquitoes

2) _____Pioneer Species a) are usually small. c) predominate early in succession. b) reproduce fast. d) ALL of the above.

3) _____Species Richness is HIGHEST in areas a) close to the equator. c) far from the equator. b) with small islands. d) with low community stability.

Match the types of spec ies react ions with the i r character ist ics in Numbers 21-25.

4) _____Similar to predation, but does not result a) Predation in immediate death of host.

5) _____Relationship where one species benefits b) Parasitism and the other is NOT affected.

6) _____Cooperative relationship in which two c) Competition Species derive some benefit.

7) _____Determines relationships in the food web. d) mutualism 8) _____Caused by two or more species using the e) commensalism

same limited resource.

9) _____Which of the following methods do wild organisms use to decrease their competition with other species for limited resources?

a. character displacement b. resources partitioning c. dormancy d. both a. & b.

10) _____The richness and stability of a community are relatively _____ if the area is large and near the equator.

a. low b. high c. unstable d. oscillating

11) _____Jordan and Taylor did not listen to Smokey’s advice and accidently started a wildfire. The regrowth of that forest following the fire is an example of

a. primary succession b. secondary succession c. climax community

12) _____Which organism is the best example of a pioneer species? a. grizzly bear b. bald eagle c. white-tailed deer d. field mouse

13) _____A “random” distribution of individuals in a population would be most likely to result from a. clumped food resources. c. herding behavior by individuals in the population. b. territorial behavior by the population. d. the dispersal of seeds by the wind.

14) _____The stable end point of succession is called the a. staged community. c. climatic change. b. climax community. d. community development. 15. Explain how predators differ from parasites. Give an example of each? 16. Some harmless flies resemble bees and wasps. What is this mechanism called? Evaluate its importance as a defense mechanism.

18. Explain the advantage of character displacement and give an example. 19. If cattle egrets removed ticks from Cape buffalo, would their relationship still be considered commensalism? Explain. 20. What is the difference between primary and secondary succession? 21. What is the difference between species richness and species diversity?

 

 

 

 

 

 

 

 

 

Sect ion: 2.5 Name:

Sect ion Tit le : Ecology-the community leve l

Opening Act iv i ty :

Rev iew of Old Informat ion: F i l l in the b lanks from the prev ious days notes.

Communities  Changing

vi. ____________________________  -­‐  the  gradual  re-­‐growth  of  species  in  an  area.  vii. ____________________________  -­‐  community  development  in  an  area  not  previously  

inhabited.  viii. ____________________________  –  community  development  in  an  area  previously  

inhabited  but  then  destroyed  ix. ____________________________  -­‐  small,  fast-­‐growing,  fast-­‐reproducing  species;  

predominate  early  in  succession.  x. ____________________________  -­‐  stable  end  point  of  succession    

New Informat ion: Food Web vs. Food Cha in .

a. Species  Interactions.  i. __________  __________  -­‐a  single  pathway  of  feeding  relationships  among  organisms  in  an  ecosystem.    

b. The  ___________________  Levels  -­‐  indicates  an  organism’s  position  in  the  sequence  of  energy  transfers  in  an  ecosystem.  

 

   

Construct  a  food  chain:          

c. 1st  Trophic  Level:  producers  xi. Producers:  

1. _________________  (ex.  Plants,  protists,  and  bacteria)  –  make  their  own  food  a. Most  use  photosynthesis,  some  use  chemosynthesis.  

   

xii. Producers  add  biomass(organic  material)  to  an  ecosystem.  1. __________________  –  organic  material  in  an  ecosystem  

xiii. Gross  Primary  Productivity:  rate  that  producers  in  an  ecosystem  capture  energy.  xiv. Net  Primary  Productivity:  rate  at  which  biomass  accumulates    

 

d. 2nd  Trophic  Level:  herbivores  xv. Consumers:  

1. _________________________  (ex.  Animals,  fungi,  some  protists  and  bacteria)  –  make  their  own  food  

2. Herbivores  eat  _______________________  3. Carnivores  eat  other  _____________________  4. Omnivores  eat  both  ___________________________________________.  5. ____________________________  (Detritivores):  consumers  that  recycle  the  

“garbage”  of  an  ecosystem;  cause  decay  by  breaking  down  complex  molecules  

 

e. 3rd  Trophic  Level:  predators/carnivores  xvi. More  Consumers  

 

f. MOST  ecosystems  contain  only  3  or  4  trophic  levels.  g. About  10%  of  total  energy  consumed  in  one  trophic  level  is  incorporated  into  next  level  

 

Draw  Four  Trophic  Levels  and  place  the  following  organism  on  the  correct  level:  Foxes,  mice,  owls,  grass,  grasshopper,  deer,  hawk,  rabbit,  chipmunk,  oak  tree,  insects  

 

 

 

 

 

 

 

 

 

 

h. Food  Chain  vs.  Food  Web  xvii. ____________________  -­‐  a  single  pathway  of  feeding  relationships  among  organisms  in  

an  ecosystem.  xviii. ____________________  -­‐  the  interrelated  food  chains  in  an  ecosystem;  more  complex  

than  a  food  chain.  Connect  the  four  food  chains  above  to  construct  a  food  web.  

Act iv i ty : Food Web and Food Cha in Label .

1. For the food web, label each organism: (Some may have more than one label)

P = producer 1 = Primary Consumer 2= Secondary Consumer 3 = Tertiary Consumer

2. Now label each animal as either a : H = herbivore C = carnivore O = omnivore