Name:

CP Biology

Unit 2 Ecology

Students will be able to:

2.1 Analyze the interrelationships and interdependencies among different organisms and their environment and explain how these relationships contribute to the stability of the ecosystem.

Identify levels of organization and classify organisms within the biosphere into these levels.

o Species, populations, communities, ecosystems, biomes, biosphere

Give examples of abiotic and biotic factors and how they may impact an ecosystem

Define the major roles of organisms in an ecosystem

o Producer, consumer (primary and secondary), decomposer

Explain how organisms interact within a community

o Niches, keystone species, and relationships: symbiosis, predator/prey, competition

Discuss population growth

o Density and growth rate factors

o Exponential vs. logistic growth (carrying capacity)

o Limiting factors (density dependent and density independent)

2.2 Describe the flow of matter and energy between living systems and the physical environment

Discuss the water, carbon, nitrogen, and phosphorus cycles

Explain how energy flows through an ecosystem

o Sources of energy on Earth (sun, chemosynthesis)

Explain loss of energy and trophic levels.

Illustrate how all organisms are part of/dependent on a food chain/food web.

2.3 Investigate how natural changes in environmental conditions and human activity will affect individual organisms and the dynamics of populations.

Discuss the impact of natural changes and human activities on given ecosystems.

o Hunting, biomagnification, introduced species, climate change, acid rain/ocean acidification

Propose solutions for the negative consequences of natural changes and human activities on given ecosystems (ie: pollution by nitrates)

2.4 Describe matter in terms of the structure and behavior of the atom

Identify the subatomic particles and how the particles cause the behavior of atoms and molecules.

Describe the difference between an element, compound, and molecule.

Describe how atoms and molecules bond to each other and how these bonds relate to living organisms

2.5 Describe the polarity of water, and the resulting hydrogen bonding, and explain how the polarity of water gives rise to unique properties which allows life to thrive on this planet

Ability to store and release energy (heat capacity)

Cohesion and adhesion (surface tension, attraction of water to glass surfaces, capillary action)

Expands when freezes

Universal solvent

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Keywords:

Ecology

Ecosystem

Abiotic Factors

Biotic Factors

Communities

Population

Niche

Autotrophs

Heterotrophs

Decomposers

Trophic level

Demography

Dispersion

Growth Rate

Carrying Capacity

Keystone Species

Introduced Species

Chemosynthesis

Biological Magnification

Eutrophication

Primary Succession

Secondary Succession

Pioneer Species

Climax Community

Valence Electron

Ionic Bond

Covalent Bond

Hydrogen Bond

Polar Covalent Molecules

Non-Polar Covalent Molecules

Cohesion

Adhesion

Solution

Solvent

Solute

Hydrophilic

Hydrophobic

Ecology Unit

Date Topic

9/4 Introduction to Ecology Notes and Ecological Pyramids POGIL

9/5 Energy Trophic Levels Activity

9/6 Cycles of Matter Notes and Practice

9/7 What Shapes Ecosystems? Notes and Structure of an Atom Tutorial

9/10 Chemical Bonding Notes and Bonding Tutorial

9/11 Properties of Water POGIL

9/12 Properties of Water Notes and Practice

9/13 Properties of Water Lab

9/14 Relationships Reading

9/17 Keystone Species Notes and Reading

9/18 Invasive Species Unwanted Poster

9/19 Succession Notes and Activity

9/20 Population Notes and Population Ecology Graphs Practice

9/21 Oh Deer! Activity and Lesson of the Kaibab

9/24 Human Interaction in the Ecosystem

9/25 Human Interaction in the Ecosystem

9/26 Unit Review

9/27 Unit 2 Ecology FRQ

9/28 Unit 2 Ecology Multiple Choice Test

9/4/18

Objective: Students will be able to identify the levels of organization and classify organisms within the

biosphere into these levels and describe the flow of energy between organisms using food chains/food

webs; including the sources of energy and transfer and loss of energy between trophic levels.

Warm-Up:

1. What are two things that I want you to know by the end of this unit?

2. When is your unit test?

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2.1 Introduction to Ecology

Ecology: How organisms interact with and their

Levels of Ecological Organization

: One species that lives in the same place at the same time.

: Different populations that live together in a specific place.

: All living and non-living things that interact as a system in a specific place.

: Major biological communities based on temperature and moisture. Ex: tundra, aquatic, deserts, forest, and grasslands.

: The combined portions of the planet in which all of life exists. Includes: land, water, and atmosphere.

Energy Role in an Ecosystem

The provides the primary energy in an ecosystem!

: “self-feeders” they produce their own energy through photosynthesis.

o Example: plants and photosynthetic bacteria

: “different feeders” they are consumers who have to ingest food for energy.

o Example: animals

: break down biological materials to return energy to the environment

o Example: fungus and bacteria

Niche: The fundamental role of a species within an ecosystem. Basically, it’s a way of life.

: No two species can occupy the same niche!

o Two species competing for the same limiting resource cannot coexist at constant population values.

o Examples: Niche partitioning by warblers and barnacles at high and low tide.

Levels of Ecological Organization

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Feeding Relationships

Energy flows through an ecosystem in one direction: from the sun or inorganic compounds to autotrophs (producers) and then to various heterotrophs (consumers).

Food Chains

Series of events in which one organism eats another.

o Shows a path

Arrows point in the direction of energy flow!

Consumers are further classified based on what they eat.

o : herbivore (ex: a bug)

o : carnivore (ex: salmon)

o : (carnivores that eat other carnivores (ex: bear)

The first organism in a chain is always a , the second organism is always the primary consumer that eats the producer, the third organism is a secondary consumer that eats the primary consumer, and so on and so forth.

Draw an example of a food chain:

Trophic Levels

o Each step in a food chain or web is called a . Producers always make up the first trophic level, while consumers make up the second, third, fourth or higher trophic levels.

o Each consumer on the trophic level it for energy.

Food Web

Shows the complex interaction of the organisms within the ecosystem.

o Shows the many paths that energy can be transferred through an ecosystem.

Alternative Energy

Chemosynthesis: the synthesis of organic compounds by using energy derived from reactions involving , typically in the absence of sunlight.

o Some bacteria are able to feed on hydrogen sulfide, a noxious chemical

Hydrothermal Vents: .

o Found along mid-ocean ridges where tectonic plates spread apart o Seawater circulates deep in the ocean’s crust and becomes super-heated by hot

magma

Ecological Pyramids

Energy Pyramid

o Shows how energy is transferred based on the .

o of the energy that an organism gets is used to sustain life or is lost to the environment as heat. The other gets transferred up the trophic levels.

This means an ecosystem can support more primary consumers than tertiary consumers.

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Biomass Pyramid

The total amount of within a given trophic level is called .

Biomass is usually expressed in terms of grams of organic matter per unit area.

A biomass pyramid represents the available for each trophic level in an ecosystem.

Biological Magnification

Biological Magnification: The process whereby certain substances move up the food chain, work their way into rivers or lakes, and are eaten by aquatic organisms such as fish, which in turn are eaten by .

o build up to higher levels as you move up the food chain.

o The concentration of toxins at the top of the chain increases tremendously compared to toxin levels at the bottom of the chain.

9/5/18

Objective: Students will be able to describe the flow of matter and energy between organisms using food chains/food webs; including the sources of energy and transfer and loss of energy between trophic levels.

Warm-Up:

The diagram to the right shows a food web in the Everglades. Choose one of the food chains within the web. Then, write a paragraph describing the feeding relationships among the organisms in the food chain.

9/6/18

Objective: Students will be able to describe the flow of matter and energy between living systems and the physical environment.

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Warm-Up:

1. Where does the majority of energy for life on Earth come from?

2. What happens to the energy that doesn’t get used or stored by the body?

3. Why does an ecosystem need many more producers than consumers? What would happen to

the population of consumers if the number of producers suddenly decreased?

2.2 Cycles of Matter

Recycling in the Biosphere

Unlike the one-way flow of energy, matter is within and between ecosystems-we call these .

Matter cycles because biological systems do not use up the matter, they it.

The Water Cycle: .

The mass of water on earth remains constant over time, it is just redistributed throughout different parts of Earth and its atmosphere.

Includes: Evaporation, condensation, precipitation, transpiration, runoff, ground water, percolation/infiltration

Fill in the words in the following diagram.

Nutrient Cycles

A is a chemical substance that all organisms need to sustain life-the body’s “ ”

Carbon, Nitrogen and Phosphorous cycles are especially important.

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Note that participates in all of these cycles by combining with these elements and cycling with them.

The Carbon Cycle

Carbon is an essential element in all living organisms-we call these carbon compounds.

The Carbon Cycle: .

There are four main types of processes that move carbon through its cycle: o : photosynthesis, respiration, and decomposition take

up and release carbon and oxygen. o : erosion and volcanic activity release carbon dioxide

into the atmosphere and oceans. o : the burial and decomposition

of dead organisms and their conversion under pressure to fossil fuels, store carbon underground.

o : mining, cutting and burning of forests, and burning fossil fuels release carbon dioxide into the atmosphere.

Fill in the words in the following diagram.

The Nitrogen Cycle

All organisms require Nitrogen to make , which are used to build .

Forms of Nitrogen on Earth o Nitrogen gas makes up 78% of Earth’s atmosphere o Nitrogen containing substances (ammonia (NH3), nitrate ions (NH3

-), and nitrite ions (NO2

-)) are found in waste products and are produced by dead and decaying organic matter.

o Nitrogen is found in large quantities in the oceans and other large bodies of water. o Humans add Nitrogen through fertilizers.

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The Nitrogen Cycle: the series of processes by which nitrogen and its compounds are converted into various chemical forms as it circulates among the atmosphere and terrestrial and marine ecosystems.

Bacteria “fix” atmospheric nitrogen, making

o This is accomplished through a between bacteria and the roots of legumes (beans)

In general, the nitrogen cycle has five steps: 1. Nitrogen fixation (N2 to NH3/NH4

+ or NO3-)

2. (NH3 to NO3-)

3. Assimilation (Incorporation of NH3 and NO3- into biological tissues)

4. Ammonification (organic nitrogen compounds to NH3) 5. (NO3- to N2)

Fill in the words in the following diagram:

The Phosphorous Cycle

All organisms require phosphorous because it helps form life sustaining molecules such as and .

Phosphorous is not very common on Earth and can be found on land in and and in ocean sediments.

The phosphorous cycle is a series of processes in which phosphorous is from rocks and soil, are and then through an ecosystem through consumption.

Eutrophication: .

Frequently due to runoff from land

The added nutrients cause a dense growth of plant life which leads to the death of other animals.

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9/7/18

Objective: Students will be able to give examples of abiotic and biotic factors in an ecosystem and discuss the importance of water in the ecosystem by identifying the subatomic particles and describe how the particles cause the behavior of atoms and molecules.

Warm-Up:

1. How do bacteria help organisms use Nitrogen?

2. How do animals get Nitrogen?

3. Why are Nitrogen and Phosphorous essential to life?

Vocabulary Builder

Define the following vocabulary words. Then, write a sentence using the word but instead of writing the word, draw a picture in its place.

EXAMPLE

Word: Noble Gases

Definition: The elements in group 8A or 18 including Helium, Neon, Argon, Krypton, Xenon, and Radon.

Sentence: The are called noble because they contain 8 valence electrons and do not react with other elements.

Word: Ecology

Definition:

Sentence:

Word: Ecosystem

Definition:

Sentence:

Word: Communities

Definition:

Sentence:

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Word: Niche

Definition:

Sentence:

Word: Trophic Level

Definition:

Sentence:

Word: Chemosynthesis

Definition:

Sentence:

Word: Biological Magnification

Definition:

Sentence:

Word: Eutrophication

Definition:

Sentence:

2.3 What Shapes an Ecosystem?

Ecosystems

All living and non-living things that interact as a system. o Includes:

: non-living elements

Weather, sun, water, soil, temperature, etc. : living elements in an ecosystem

Plants, animals, and bacteria

Structure of an Atom

Atom: ________________________________________________________________

______________________________________________________________________

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Subatomic Particles

Particle Symbol Location Charge Relative Mass Actual Mass (g)

Proton

(p+)

1.673 x 10-24

Neutron

(no)

1.673 x 10-24

Electron

(e-)

In the space surrounding the

nucleus 1/1840

9.11 x 10-28

*** Valence electrons are the furthest from the nucleus and are responsible for bonding between atoms.***

Draw an atom in the space below. Be sure to label Protons, Electrons, Neutrons, and the Nucleus.

Element: ________

Example: Gold, Copper, Oxygen o 92 occur naturally, 20+ are man-made

Compound: ________

o Example: Salt (NaCl)- made from a silvery metal and a greenish-yellow, poisonous gas o Neither are white or salty alone o Fixed composition… 1 Na, 1 Cl

Go to the following website and answer the questions below.

https://rmpbs.pbslearningmedia.org/resource/lsps07.sci.phys.matter.theatom/the-atom/#.Wa7Bj7J97cs

1. Why do atoms appear “fuzzy”?

2. What does it mean for an atom to be neutral?

3. Fill in the following tables about the subatomic particles. a. Proton

Charge Mass Location Role in the Atom

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b. Neutron

Charge Mass Location Role in the Atom

c. Electron

Charge Mass Location Role in the Atom

9/10/18 Objective: Students will be able to describe what is happening to the electrons in a covalent bond and an ionic bond and how this relates to living organisms. Warm-Up:

1. What is the difference between an element and a compound?

2. What subatomic particle is responsible for one atom bonding to another atom?

2.4 Chemical Bonding

Chemical Bond: A force that holds atoms together in a compound. They do this by , or ___ ____electrons.

Covalent bond: the attraction that forms between atoms when they __________ electrons.

o Forms a neutral compound called a molecule. o Usually occurs between nonmetals o Single covalent bonds: sharing of 2 electrons (one from each atom in the bond) o Multiple bonds: sharing of more than one electron by each atom

Ionic Bond: the force of attraction between the opposite charges of ions; electrons are ____________________.

o Occurs when electrons are lost or gained (transferred between atoms). o Usually formed between metals and nonmetals.

Ex: Salt (NaCl)

Hydrogen Bond: a atom bonded to one molecule is attracted to the slightly negative area (often N or O) of another molecule.

o Very individual bond o Can be a “ ” force if there are many H bonds.

Polar Covalent molecules: molecule with a slightly and a slightly end although the overall molecule is neutral

o Ex: H2O

Nonpolar Molecules: a molecule in which the electrons are shared _____ (does not have oppositely charged ends)

o 2 molecules of the same atom or symmetric molecules o Ex: CCl4, N2

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9/11/18

Objective: Students will be able to describe how hydrogen bonding is responsible for the structure and properties of water.

Warm-Up:

1. Create a Venn diagram to compare and contrast an ionic bond and a covalent bond.

9/12/18

Objective: Students will be able to describe how the polarity of water gives rise to unique properties which allows life to thrive on this planet.

Warm-Up:

1. Draw 5 water molecules and how the water molecules will arrange themselves in relation to each other.

2. Why are water molecules polar?

3. Which end of the water molecule has a slightly positive charge? Which end has a slightly negative charge?

2.5 Properties of Water

Water is the most abundant liquid on Earth.

Most cells are 70-95% water.

Without water, life as we know it would cease to exist.

Properties of Water

Cohesive

Adhesive

High Surface Tension

Stabilizes Temperatures (high specific heat)

Expands when freezes

Versatile solvent

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Liquid Water is Cohesive

Cohesion: _______________________________________________________ o Water sticks to water due to the polarity of water resulting in hydrogen bonding.

Liquid Water is Adhesive

Adhesion: _______________________________________________________ o Water sticks to other polar molecules due to hydrogen bonding.

Example: Water transport in trees uses both Cohesion and Adhesion o : occurs when water sticks to the sides of a tube and

creeps up, pulling other water molecules with them. o : occurs when porous substances soak up water through

capillary action.

Water has a High Surface Tension

The surface of water is difficult to and break.

Why? Hydrogen bonding!

Water Stabilizes Temperature

Water can absorb and store a huge amount of from the sun. o Result: climate moderation o Result: organisms are able to survive temperature changes.

Water Expands When it Freezes

The distance between water molecules from the liquid to the solid form due to hydrogen bonding!

o Result: aquatic life can live under the ice.

Water is a versatile solvent

Water will form a solution with many materials.

Why? Hydrogen bonding!

Solutions: o : a mix of 2 or more different substances with one

substance being a liquid. o : the substance in a solution present in greater amounts

(liquid that does the dissolving). o : the substance in a solution present in lesser amounts

(the substance that is being dissolved.)

Hydrophilic materials o Materials that dissolve in water o ________-water o ________-to like or love o Have (polar covalent bonds)

on their molecules for their H+ bonds

Hydrophobic materials o Materials that repel water. o Hydro-water o ________ -to fear o Have covalent bonds

Ex: lipids

Without Water, Life would not be possible!!

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Properties of Water

Property of Water Definition Use by Organisms Illustration

Cohesion

Adhesion

High Surface Tension

Stabilizes Temperatures

Expands when Freezes

Versatile Solvent

9/13/18

Objective: Students will be able to explain how the polarity of water gives rise to unique properties which allows life to thrive on this planet.

Warm-Up:

1. What do you think is the most important property of water to human survival on Earth? Use at least 3 pieces of evidence to back up your claim.

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Vocabulary Mix and Match: Match the word in the left column with the definition in the right column

and then draw a picture of the word.

Picture Word Definition

1. Atom A. a substance that cannot be broken down into simpler

substance, contains all the same type of atoms.

2. Proton B. subatomic particle with a negative charge located around the nucleus of an atom.

3. Neutron C. a neutral substance that forms from a covalent bond.

4. Electron D. the smallest particle of an element that retains the

properties of the element.

5. Valence Electron E. a bond where electrons are shared between two atoms.

6. Element F. a substance that has 2 or more elements in a fixed ratio.

7. Compound G. the electrons are shared evenly and the molecule is neutral.

8. Molecule H. the electrons are shared unevenly and the molecule has a

slightly positive and a slightly negative end.

9. Chemical Bond I. subatomic particle with a positive charge located in the nucleus of an atom.

10. Ionic Bond J. electrons that are located the farthest away from the nucleus.

11. Covalent Bond K. the hydrogen in one molecule is attracted to a negative

area of another molecule.

12. Hydrogen Bond L. subatomic particle with no charge located in the nucleus

of an atom.

13. Polar Covalent

Molecules

M. a bond where electrons are transferred from one atom to another creating opposite charged ions that are attracted to each other.

14. Nonpolar Covalent

Molecules

N. a force that holds atoms together in a compound.

9/14/18 Objective: Students will be able to explain how organisms interact within a community and explain how these relationships contribute to the stability of the ecosystem. Warm-Up:

1. What is a niche?

2. How is a niche like a profession? In ecological terms, describe your niche.

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9/17/18

Objective: Students will be able to explain how organisms interact within a community and explain how these relationships contribute to the stability of the ecosystem.

Warm-Up:

1. Define Predation.

A. Who is the predator in this example?

B. Who is the prey? C. As the lynx increases in numbers, what happens to

the snowshoe hare?

2. Define camouflage.

A. Give an example of how an animal that lives near Legacy uses camouflage.

3. Define mimicry.

A. Give an example of how an animal that IS NOT near Legacy uses mimicry.

2.6 Keystone Species and Introduced Species

Keystone Species: .

The contributions of a keystone species within an ecosystem are .

The disappearance of a keystone species would start a , causing other species in the habit to also disappear.

Examples: The carnivorous starfish Pisaster ochracceus, sea otters, prairie dogs, and wolves Introduced Species: .

Also known as: alien, exotic, non-native, or invasive

Spread by human activity either

May grow and spread quickly since it might not have any natural predators or controls, .

Examples: Emerald ash-borers in Colorado, rabbits in Australia, Burmese pythons in Florida

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9/18/18

Objective: Students will be able to explain how organisms interact within a community and explain how these relationships contribute to the stability of the ecosystem.

Warm-Up:

1. Fill in the following table about relationships.

Benefits one species (Y or N) Benefits other species (Y or N)

Predation

Parasitism

Commensalism

Mutualism

2. We have bacteria that live in our gut that help us digest food; in return we give them a place to live- what kind of relationship is this?

3. When mosquitoes bite us and take our blood- what kind of relationship is this?

9/19/18 Objective: Students will be able to describe how diversity of species changes over time in a given ecosystem. Warm-Up:

What Can Be Done About Invasive Mussels?

It’s hard to imagine that shellfish could cause millions of dollars worth of trouble every year. Meet the zebra mussel and the quagga mussel. Both species were carried to the Great Lakes in the mid-1980’s from Eastern Europe in ships’ ballast waters (water carried inside boats for balance). As adults, these mussels attach to almost any hard surface, including water pipes and boat hulls. After just a few years, both species colonized the entire Great Lakes region. Since then, they have been spread b recreational boaters who unknowingly carry mussels attached to their boats. By 2008, zebra mussels had been reported in 24 states; quagga mussels are already known in 14 states.

Why have these mussels become such pests? In American waterways, they escape whatever environmental factors that keep their numbers in check in their native European habitats. As a result, these introduced species have become invasive species whose exponential growth produces huge populations with high densities-over 10,000 mussels per square meter of water in some places! These mussels grow in layers up to 20 centimeters thick, clogging water pipes that supply power plants and water treatment facilities. They also upset aquatic food webs, filtering so much plankton from the water that some native fishes and shellfish starve. What can be done to control such invasive species?

The Viewpoints

Invasive Species Should Be Destroyed A number of groups contend that zebra mussels should be removed completely. Some engineers are developing robotic submarines that can remove mussels from pipes. Some chemists are testing chemicals for the potential to destroy or disrupt the life cycle of zebra mussels. Other scientists are adding chemicals to paints and plastics to prevent mussels from attaching to new surfaces.

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Invasive Species Management Should Focus on Control and Prevention Others might argue that efforts to physically remove or chemically poison invasive mussels offer only temporary control. The population bounces right back. These removal efforts are also incredibly expensive. In the Great Lakes alone, more than $200 million is spent each year in efforts to get rid of zebra and quagga mussels.

Therefore, many scientists believe that there is no way to remove these mussels and other established invasive species. Instead, these scientists attempt to control the growth of populations and prevent transfer of invasive species to new areas. One regulation, for example, could require boaters to filter and chemically clean all ballast water. Meanwhile, the search continues for some kind of control that naturally limits mussel numbers when they rise.

1. Why does the population growth of zebra and quagga mussels in Great Lakes ecosystems differ the population growth of these mussels in their native ecosystems?

2. What approach do you think is the best way to manage the invasive mussels?

2.7 Ecological Succession

What is ecological succession?

Natural, gradual in the of species that live in an area.

Can be or .

The gradual of one plant community by another through over time.

Primary Succession

Begins in a place : o Sides of volcanoes o Landslides o Flooding

1. First, that do not need soil to survive grow on rocks 2. Next, grow to hold newly made soil 3. Known as 4. starts to form as lichens and the forces of weather and erosion help

into smaller pieces. 5. When lichens die, they decompose, adding small amounts of

to the rock to make soil. 6. like mosses and ferns can grow in the new soil. 7. The simple plants , adding more organic material (nutrients to the soil) 8. The , and grasses, wildflowers, and other

begin to take over. 9. These plants die, and they to the soil. 10. and can survive now. 11. have begun to move into the

area. 12. What was once bare rock, now supports a .

Secondary Succession

Begins in a place that and was once the home of living organisms.

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Occurs and has than primary succession.

o Example: after forest fires.

Climax Community

A of plants and animals that is the of the succession process.

Does not always mean big trees o Grasses in prairies o Cacti in deserts

9/20/18

Objective: Students will be able to discuss populations and how populations grow including the density of populations, growth rate factors, carrying capacity and the growth model, and limiting factors in an ecosystem.

Warm-Up:

1. Determine if the following are abiotic (A) or biotic (B) factors. Wind Grasshopper Pine Tree Bacteria Flowing Water Dragonfly Rocks

2. What is the difference between a community and a population?

2.8 Population Growth

Population: .

o Populations grow because an individual tends to have multiple offspring over their lifetime.

: the study of the composition of a population and how the size of the population will change.

3 Key Features of Populations

1. : the number of individuals in a population. 2. : the number of individuals that live in a given area. 3. : how the individuals are arranged in a given space.

a. Random: location of individuals by chance b. Even: located at regular intervals. c. Clumped: individuals bunched together into groups.

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Population Growth

There are 3 factors that affect population size: 1. The number of 2. The number of 3. The number of individuals that (immigration) or

(emigration) the population.

Population growth can be modeled by comparing any of these factors.

Modeling Population Growth

2. : shows the difference between birth rate and death rate. 3. Growth rate and population size: shows an exponential growth curve

a. Limited by: predators, disease and the availability of resources b. : the population size the environment can sustain. Draw the two graphs below:

4. Resources and population size

a. Logistic model: takes into account that resources are limited and will depend on population .

b. Density-dependent factors: factors that are limited like and .

i. The rate at which resources are depleted depends on population size c. Assumes birth and death rates will vary with population size.

i. When a population is carrying capacity, it will grow

ii. When it nears or exceeds carrying capacity, death rates rise quickly. Population Pyramids

A graphical illustration that shows the distribution of various age groups with a population.

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9/21/18

Objective: Students will be able to discuss populations and how populations grow including the density of populations, growth rate factors, carrying capacity and the growth model, and limiting factors in an ecosystem.

Warm-Up:

1. Suppose you relocate a fish from freshwater ecosystem to a marine ecosystem. What abiotic factor in the marine ecosystem will most likely make it hard for the fish to survive?

2. Why can’t a population grow forever?

3. How could a biotic factor cause the population to increase?

9/24/18

Objective: Students will investigate how human activity will affect individual organisms and the dynamics of populations.

Warm-Up:

Use the following graphs to answer the questions.

Graph A:

1. What is the approximate carrying capacity?

2. During which year did this population reach the carrying capacity of its ecosystem?

3. About how many years did it stay at the carrying capacity?

Graph B

1. What are the carrying capacities of this graph?

2. How many years did this population spend at the first carrying capacity?

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3. During which year did it reach the next carrying capacity?

4. Which carrying capacity is more stable? Why do you think so?

Vocabulary Scramble: Use the definition to unscramble the following vocabulary words. (10 words!)

Vocabulary Word Scrambled Word Definition

btioaci acsoftr Non-living elements in an ecosystem

oiappunlto All the individuals of a species that live together in one place at one time

seyntoke cpsesie A species that has a unique and crucial role in the way an ecosystem functions.

liacmx omcymnuit

A stable group of plants and animals that is the end result of the succession process/

eaomdgrpyh The study of the composition of a population and how the size of the population will change.

ciboti osafctr All living elements in an ecosystem.

garnrcyi tapccaiy The population size the environment can sustain.

inoeper seiceps The first species that grows in an environment.

iisperndso How the individuals of a population are arranged in a given space.

nucsescsio The natural, gradual changes in the types of species that live in an area.

9/25/18

Objective: Students will investigate how human activity will affect individual organisms and the dynamics of populations.

Warm-Up:

Isle Royale National Park on a remote island was established in 1940, and designated a wilderness area in 1976. The only mode of transportation available is by boat or seaplane. Moose first arrived at Isle Royale around 1900. The moose population tends to increase in years with mild winters, early spring green-up, abundant winter forage, low wolf numbers and low levels of tick infestation. Wolves first arrived at the island on an ice bridge from Canada in 1940. Disease has also influenced the wolf population. Between 1980 and 1982, the wolf population declined from 50 to 14, due to canine parvovirus.

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1. What would happen to the wolf population if the moose population decreases? Why would this

occur?

2. What would happen to the moose population if the wolves were removed from Isle Royale?

3. Describe the pattern between the wolf populations in relation to the moose population?

4. How would an increase in the tick population affect the wolf population?

9/26/18

Objective: Students will be able to demonstrate their knowledge of Ecology on a unit review.

Warm-Up:

1. Go back to the front page of this packet and read through the essential outcomes. Put a question mark next to the topics that you still have questions about. Put a check mark next to the topics that you feel confident about.

2. How are you going to go about learning those topics that have a question mark next to them?

9/27/18-9/28/18

Objective: Students will be able to demonstrate their knowledge of Ecology on a unit test.

Warm-Up:

4. Turn your work in to the basket.