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Ecology UnitANCHORS Describe ecological levels of organization in the biosphere
o Describe the levels of ecological organization (i.e., organism, population, community, ecosystem, biome, and biosphere)
o Describe characteristic biotic and abiotic components of aquatic and terrestrial ecosystems
Describe interactions and relationships in an ecosystemo Describe how energy flows through an ecosystem (e.g., food chains, food
webs, energy pyramids)o Describe biotic interactions in an ecosystem (e.g., competition, predation,
symbiosis)o Describe how matter recycles through an ecosystem (i.e., water cycle,
carbon cycle, oxygen cycle, and nitrogen cycle)o Describe how ecosystems change in response to natural and human
disturbances (e.g. climate changes, introduction of nonnative species, pollution, fires)
o Describe the effects of limiting factors on population dynamics and potential species extinction
VOCABULARY
Abiotic A term that describes a nonliving factor in an ecosystem.Agriculture The artificial cultivation of food, fiber, and other goods by the
systematic growing and harvesting of various organisms.Aquatic A term that describes an organism associated with a water
environment.Biochemical Conversion
The changing of organic matter into other chemical forms such as fuels.
Biogeochemical Cycles
The movement of abiotic factors between the living and nonliving components within ecosystems; also known as nutrient cycles (i.e., water cycle, carbon cycle, oxygen cycle, and nitrogen cycle).
Biome A large area or geographical region with distinct plant and animal groups adapted to that environment.
Biosphere The zone of life on Earth; sum total of all ecosystems on Earth.Biotic A term that describes a living or once‐living organism in an
ecosystem.Community (Ecological)
Different populations of organisms interacting in a shared environment.
Competition When individuals or groups of organisms compete for similar resources such as territory, mates, water, and food in the same environment.
Consumer (Ecological)
An organism that obtains energy by feeding on other organisms or their remains.
Decomposer An organism that obtains nutrients by consuming dead and decaying organic matter which allows nutrients to be accessible to other organisms.
Ecology The study of the relationships between organisms and their interactions with the environment.
Ecosystem A system composed of organisms and nonliving components of an environment.
Endemic SpeciesA species that is found in its originating location and is generally restricted to that geographic area.
Endosymbiosis A theorized process in which early eukaryotic cells were formed from simpler prokaryotes.
Energy Pyramid A model that illustrates the biomass productivity at multiple trophic levels in a given ecosystem.
Energy Transformation
A process in which energy changes from one form to another form while some of the energy is lost to the environment.
Environment The total surroundings of an organism or a group of organisms.Food Chain A simplified path illustrating the passing of potential chemical
energy (food) from one organism to another organism.Food Web A complex arrangement of interrelated food chains illustrating the
flow of energy between interdependent organisms.Habitat An area that provides an organism with its basic needs for survival.Isolating Mechanisms
Features of behaviors, morphology, or genetics which serve to prevent mating or breeding between two different species (e.g., temporal isolation, in which individuals are active at different times of the day, seasons, or mating periods; ecological isolation, in which individuals only mate in their specific habitat; behavioral isolation, when there are no sexual cues between representatives of the species; mechanical isolation, when there is no sperm transfer during an attempted mating; and gametic incompatibility, when there is sperm transfer without fertilization occurring). If mating can take place, there are four factors that prevent hybrid viability: zygotic mortality (fertilization but no zygote),hybrid non-viability (embryo is not viable), hybrid sterility (resulting adult is sterile), and hybrid breakdown (first generation is viable but future generations are not).
Limiting Factor Chemical or physical factor that limits the existence, growth, abundance, or distribution of an individual organism or a population.
Nonnative Species
A species normally living outside a distribution range that has been introduced through either deliberate or accidental human activity; also can be known as introduced, invasive, alien, non-indigenous, or exotic.
Population A group of individuals of the same species living in a specific geographical area and reproducing.
18 – 1 Introduction to Ecology Pages 359-362
_____________________ – study of interactions between organisms and the living and non-living components of their environment
18-2 Ecology of Organisms Pages 363-365
A. Ecosystem Components
1. ______________ – the ______________ components of an ecosystem
Levels of organization:
1. __________________ – a group of organisms that can breed and produce fertile offspring
2. __________________ – groups of individuals that are the same species and living in the same area
3. __________________ – all of the living populations in an area
4. __________________ - all the populations living together with the nonliving environment (living + nonliving components)
5. _________________ – groups of similar ecosystems that have similar climates and similar communities
6. _________________ - combines all the parts of the earth in which life exists
All species in a given area are ________________________, meaning that any change in the surrounding of that area can spread through a network of
interactions and affect organisms that appear far removed from the change
Sunlight (affects photosynthesis), temperature (affects metabolism), water supply, oxygen supply, minerals, soil/rocks, pH
2. ______________ – the ________________ components of an ecosystem
Ex: Plants, Animals, Protists, Fungi, Bacteria
B. The Niche
1. _____________________ - the physical area in which an organism lives (includes climate, topography, soil and water chemistry, plant and animal life, etc.)
2. _____________________ – the way of life of a species (includes its habitat, feeding habits, reproductive behavior, etc.)
18-3 Energy Transfer Pages 366-369
A. ________________ (Autotrophs): organisms that can capture energy and use it to make organic molecules (ex. glucose, food, etc.)
Can capture energy from the sun (solar energy) or from chemosynthesis and store it in the bonds of sugars, making it available to the rest of the community.
Examples – plants, algae (protists), some bacteria
B. _________________ (Heterotrophs): Rely on other organisms for energy and nutrients by using oxygen to break bonds in sugar & release its energy through cellular respiration
Types of Consumers:
1. Herbivores: _________________________
2. Carnivores: _________________________
3. Omnivores: _________________________
4. Detritivores and decomposers: recycle nutrients within the ecosystem by breaking down nonliving organic matter
C. Energy Flow
When one organisms eats another, molecules are metabolized and energy is transferred
_____________________ : the organism’s position in a sequence of energy transfers
Producers always occupy the __________ trophic level of any community
______________________________linear series of feeding relationships
______________________________Sets of interrelated food chains
In general, only about ________ of the energy available at any trophic level is passed to the next; most of the rest is ________ to the environment as ________
List two food chains from the food web on the previous page:
1)
2)
What would happen if all of the plants were removed?
What would happen if all of the hawks were removed?
18-4 Ecosystem Recycling Pages 371-374
As energy and matter flow through an ecosystem, matter must be recycled and reused. These substances pass between the living and non-living worlds though biogeochemical cycles.
A. Water Cycle:
______________________ - water found in soil or in underground formations of porous rock
______________________ - process by which water evaporates from leaves of plants in terrestrial ecosystems
______________________ - adds water to
the atmosphere (liquid to gas)
______________________ - the process by which water leaves the atmosphere
B. Carbon Cycle:
Carbon is the building block of all living things
______________________ - Carbon-rich fuel from ancient animals and plants
______________________ - Energy (sun)+ Water + Carbon dioxideà Glucose + Oxygen
______________________ - Glucose+ Oxygenà carbon dioxide + water + Energy (ATP)
______________________ - Breakdown of matter by bacteria and fungi
C. Nitrogen Cycle:
Organisms need nitrogen to make proteins and nucleic acids
Most plants can only use nitrogen in the form of nitrate
______________________ - process of converting nitrogen gas into nitrate; done by bacteria/lightning
______________________ - bacteria break down decaying organisms and release the nitrogen they contain back into the atmosphere
D. Phosphorous Cycle:
Phosphorous is a component of ________, _________, and molecules that store energy (ATP)
Phosphorous cycle is the movement of phosphorous from the environment to organisms, and then back to the environment
Phosphorus is mainly found in _______________________________ ______________________________ (no gas state)
Name Date PeriodX BIO ECOLOGY STUDY GUIDE – CHAPTER 18
CHAPTER 18 – INTRODUCTION TO ECOLOGY
ecology interdependence biosphere ecosystem
community population biotic factor abiotic factor
1. You go on a field trip to a farm, using the terms from the word bank above, identify the various units below:
a. The herd of cattle that live on the farm (2 answers): _______________________
b. The amount of rainfall that the farm receives:________________________________
c. The entire farm, including livestock and the soil, sunlight, etc.: _______________
d. The chickens, ducks, horses, cows, etc. (2 answers): ___________________________
2. Distinguish between a habitat and a niche.Habitat: ______________________________________________________________
Niche: ________________________________________________________________
3. According to the graph on pg. 367, which ecosystem has the greatest net primary productivity? ______________________________
The least? ______________________________
4. How does a food chain differ from a food web?Food chain: ___________________________________________________________
Food web______________________________________________________________
5. What would happen to the other organisms in the food web below if you removed the grass (producer)?
__________________________________ __________________________________
___________________________________
6. What percentage of the total energy consumed in one trophic level is available to the next?
_________
Why is this so low? _________________________________________________________
7. What five substances pass through biogeochemical cycles?
8. Label the diagram below with the following terms: evaporation(2X), transpiration, precipitation (2x), runoff, movement of H2O vapor by wind:
What is being cycled in the diagram?
__________________
9. What are the two main processes of the carbon cycle?
How are these related? (remember way back to chapters 6 & 7)
10. What contributes to the increase in atmospheric carbon?
11. How does atmospheric nitrogen get converted into a useable form?
What organisms do this?
12. Why is phosphorus an important material to animals?
13. Where is phosphorus mainly found?
19-1 Understanding Populations 19-1 Understanding Populations Pages 381-384Pages 381-384
A. ______________________________ : studies changes in population size and the factors that regulate populations over time
B. Populations are affected by three things: size, density, and dispersion1. Population ______________ : number of individuals2. Population _________________ : the number of individuals of a species per
unit area or volume (Ex: number of earthworms per cubic meter of soil)3. Population ______________________ : how the population is spread out in a
given area (Ex. Clumps, uniform, or random)
19.2 Measuring Populations Pages 385-389
A. Population Growth Rate
Determined by the following equation:
Growth rate = rate of individuals ____________ – rate of individuals ____________
or
(birth rate + immigration rate) – (death rate + emigration rate)
Growing populations have a positive growth rate; shrinking populations have a negative growth rate.
B. ______________________ growth model: the rate of population growth under ideal conditions
As the population size grows, more individuals are added during each interval
Graphing this data gives a _____________ curve Exponential growth can ______________
continue indefinitely Eventually, one or more environmental
factors will _____________________ Ex: space and food supply
C. ______________________ growth model: idealized population growth that is slowed by limiting factors as the population size increases
Results in formation of an ______________ curve
________________________________ (K) - maximum population size that a particular environment can sustain
K varies depending on the species and the resources available
__________________________ to growth = predators,
parasites, food sources, water & space Emphasizes that resources are finite At __________ populations, resources are _________________ and the population
is able to grow nearly exponentially Population ______________________ at the carrying capacity when the birth rate
equals the death rate
Name Date PeriodX BIO ECOLOGY STUDY GUIDE – CHAPTER 19
CHAPTER 19 – POPULATIONS
1. According to the graph on the right, during which time period (1, 2, 3, or 4) does:
a) the population show negative growth? _____________
b) the population show positive growth? _____________________
c) the population show no growth? _______________
2. How is population growth rate determined?
3. What four processes determines a population’s growth rate? Identify which two add individuals and which two subtract individuals from the population.
4. Which of the following is true in the exponential model of population growth?A) Population growth continues indefinitely.B) Population growth stops at the carrying capacity.C) Population growth increases and then decreases.D) The immigration rate falls with increasing population size.
5. On the diagram below, label the following: # of individuals, time, carrying capacity, exponential growth, logistic growth.
A Which line is more typical of a population in nature?
B
Why?
Why is growth initially so slow?
# of
Indi
vidu
als
Time
# of
in
divi
dual
s
20-1 Species Interactions Pages 399-404
A. Communities contain interacting populations of many species
B. _______ major types – predation, competition, and symbiosis
1. ___________________ - predator eats all or part of an individual (the prey)
Adaptations of predators : venom, flesh-cutting teeth, sticky webs, speed
Adaptations of prey : camouflage, chemical defenses (plants & animals), mimicry (resembles another species) , thorns, spines
2. ________________________ - Limited resources force competition among living things in same niche
All competition almost always produces a winner and a loser (dies out)
Ex: two species of paramecium kept in same culture…one species out competed the other.
3. ________________________ = “together living”
Any relationship where 2 species live in close association with each other
3 main types of symbiotic relationships: mutualism, parasitism, commensalism
Mutualism (“win-win”): __________________________
ex: sea anemone and clown fish. Clown fish gets a protected home and the anemone gets a defender when attacked
________________________ (“win-lose”): one benefits at the harm of the other (host)
ex: Tapeworm inside a human. Tapeworm absorbs digested food of host, the host’s cells starved for nutrition.
_________________________ (“win-no harm/help”): one benefits while the other is neither harmed nor helped
ex: Barnacles on a whale. Barnacles benefit by motion of whale and the
movement of food particles over them. No benefit or harm comes to the whale.
Directions: Complete the following graphic organizer.
Directions: Identify the interaction being described.
Community InteractionsInteractions among
organisms that help to shape the ecosystem in which they
live
More than one organism tries to use a resource at the same time, in the same place
Predation____________________________________________________________
_________
Relationship in which two
species live close together
One species benefits, the
other is harmed
Both species benefit
One species benefits, the
other is unaffected
_______________________1.Today I am in the central part of Africa. I spent the day observing the warthog and the oxpecker (a species of bird). The oxpecker was observed on the backs of the warthogs, where it appears to be feeding on something. On closer observation of the skin of a tranquilized warthog and later the stomach contents of an oxpecker, it appears that the oxpecker is eating ticks from the skin of the warthog.
_______________________2.Today I am in Tanzania, located in East Africa. I spent most of today observing grazing cape buffalo. I noticed that cattle egrets (a species of bird) were concentrated in those areas where cape buffalo were grazing. Upon closer observation, it was seen that the cattle egrets were feeding on insects that were flushed from the vegetation by the grazing cape buffalo.
_______________________3.Today I am in South America. I have been observing tomato hornworm caterpillars for a few days now. A braconid wasp was observed paralyzing the caterpillar. The wasp then deposited its eggs on the caterpillar.
_______________________4.Today I am in Yellowstone National Park to estimate the size of the gray wolf population in the park. I saw four wolves successfully kill a deer. They swiftly separated her from the small heard and attacked her from two different directions. The rest of the deer herd ran away to safety. The wolves immediately began eating the deer.
_______________________5.Today I am in Costa Rica. I spent the day observing a tree called the bull’s horn acacia. A certain species of stinging ant appears to live in the hollow thorns of these trees. The ants are observed feeding on sugar produced by nectarines on the tree and also on the protein-rich swellings called Beltian bodies that grow at the tips of leaflets. The ants are observed attacking anything that touches the tree.
_______________________6.Today I am located off the coast of Southern Florida, where I have been scuba diving for a few days in order to observe sharks. Remoras (a species of fish) are observed travelling attached to a shark. They appear to feed on scraps of food dropped by the shark as it eats. The shark does not seem to notice the presence of the remoras.
_______________________7.Today I am scuba diving in the coastal area of Kenai Fjords National Park in Alaska. I observed sea otters eating sea urchins. It was amazing to see the sea otter pick up the spiny sea urchins in their paws and crush the shells with their blunt teeth. The soft body was eaten and the spiny shell was quickly discarded.
_______________________8.Today I am located at my lab in upstate New York. I have been observing a fir tree found in the forest behind my lab for a few weeks. The tree seems to be dying and a species of mistletoe appears to be growing on the fir tree.
20-2 Patterns in Communities (Succession) Pages 407-410
A. _____________ : a progressive, predictable ecological change in a community over
time
A. _________________ Succession: Begins with no remnants of the previous community
Pioneer species are _____________ to colonize barren land
– Ex: _______________ (fungus and algae) turn rock into soil, turn N2 gas into useful nitrogen forms, and add organic material to the soil
B.
____________________ Succession: occurs after a major event disturbs a community (fire, flood, earthquake, hurricane, human activity like forest clearing or farming)
_____________________ survives the disturbance, plants re-colonize the area faster than in primary succession, herbivores can move in and make use of the food supply. Then, carnivores can move in.
If ecosystem is healthy, it may be restored to its natural state prior to disturbance (the “climax”
• In 1833, volcanic island of Krakatau completely destroyed by an eruption – left completely barren
• 2 years later, grasses are present• 14 years later, 49 plant species and lizards, birds, insects, and bats• By 1929, a forest with 300 plant species were present• Today the island is a mature rainforest
• HOW?
community) BUT sometimes the impact is so traumatic, a full recovery through succession is not possible
Name Date PeriodX BIO ECOLOGY STUDY GUIDE – CHAPTER 20
CHAPTER 20 – COMMUNITY ECOLOGY
1. What is predation?
2. List four examples of adaptations that predators have evolved.
3. List four examples of adaptations that prey have evolved to avoid predators.
4. What is a symbiosis?
5. List and explain the three types of symbiotic relationships.
a)
b)
c)
6. What is ecological succession?
7. Distinguish between primary and secondary succession.
8. Distinguish between pioneer species, seral community, and climax communities.
21-1 Terrestrial Biomes Pages 417-422
B. _________________ : large climatic regions that contain a number of smaller but related ecosystems within them
– Characterized by similar ________________ and ___________________ species
Biome Temperature/Rainfall
Predominant Plant Species
Predominant Animal Species
25°C-27°C200-400cm Broadleaf evergreen
trees and shrubs
Insects, colorful birds, apes,
monkeys, predatory cats
6°C-28°C75-125cm Broadleaf deciduous
trees and shrubs
White-tailed deer, foxes, raccoons, squirrels, black
bears, birds (blue jays, cardinals)
-10°C-14°C35-75cm Needle-leafed
evergreen trees Moose, bears, lynx
24°C-34°C<25cm
Succulent plants; scattered grasses
and sagebrushCamel, ground
squirrel, jack rabbit
0°C-25°C25-75cm
Dense tall grasses in moist areas; short clumped grasses in
drier areas
Bison, antelope, elephants, giraffes,
kangaroos
16°C-34°C75-150cm Tall grasses and
scattered trees
Zebras, wildebeests, giraffes, gazelles, lions, leopards,
cheetahs-26°C-4°C
<25cm Mosses, lichens, dwarf woody plants
Duck, geese, predatory birds,
caribou
intertidal neriti
coceani
c
pelagic
_________________ zone - Where light reaches so
photosynthesis can occur
_______________ zone – No light reaches
Name Date PeriodX BIO ECOLOGY STUDY GUIDE – CHAPTER 21
CHAPTER 21 - ECOSYSTEMS
1. What is a biome?
2. Using the map on page 417, in which biome would each of the following places be?
a) Central Australia:
b) Miami, Florida:
c) Central America:
d) Spain:
3. Using the terms in section 21-2 (start p. 423), match the correct zone for the following phrases:
a) Organisms have adapted to periodic exposure to air
b) Where photosynthesis occurs:
c) Supports the greatest amount of marine life:
d) Deep water of the open sea:
30. Using the same terms as above, label the diagram below:
0m 200m
Continental Shelf
2,500-6,000m
Humans rely on Earth’s life-support systemsBUT…
neritic
aphotic
We affect our environment when we:Obtain food
Eliminate waste productsBuild places to live
22.1 Biodiversity Pages 438-439
A. ____________________ : total of all the genetically-based variation in all organisms in the biosphere
• 1.8 million species already identified AND 30 million more estimated
yet to be discovered!!
Sources of medicines Genetic diversity used
to increase pest resistance
Keystone species (if removed) can change entire ecosystem
Altering habitats Hunting Introducing invasive
species Releasing pollution Contributing to climate
change
Protect individual species
Preserve habitats and ecosystems
Consider local interests
B. __________________ Species : species that are not found naturally in an area and have been brought to the area by artificial means
C. __________________ Species : species that no longer have any living members left
a. Caused by __________of ecosystems (ex. Habitat destruction by humans)
D. Endangered Species : species that are in ___________________ of extinction
E. __________________ species: a change in one species can have drastic effects on many other species in the community
KELP SEA URCHINS SEA OTTERS Otters are a keystone species - they keep the sea urchin
population in check Over hunting of the otters allowed urchin population to
explode, giant kelp forests destroyed by urchin activity With no kelp, many animals were without a habitat Otters are now protected species, urchin population is under
control and kelp forests have rebounded
22-2 Environmental Issues Pages 440-444
A. The Effect of Human Activity
Activity Definition Positives Negatives
Supplies a dependable food source that can be stored for later use
Enabled human settlements that ultimately led to modern civilization
Impacts natural resources as >7 billion people!!! need (ex. Food, fresh water, fertile soil, fossil fuels)
Trend to move to suburbs & cities
High standard of living Produce lots of waste that affect air, water, & soil resourcesUses up farmlandDivides natural habitats into fragments
Industry & scientific know-how
Modern conveniences of life such as comfortable homes, clothes, electronic devices
Require energy and consume powerNeed to burn fossil fuels (coal, oil, & natural gas)Wastes discarded into air, water, & soil
B. Sustainable Development
• Renewable vs. Nonrenewable Resources
– ____________________ – can be renewed or replaced by a healthy ecosystem
• Ex. a ____________________ southern white pine
– ____________________ – natural processes cannot replenish them in a reasonable amount of time
• Ex. ______________________ (formed from buried organic material over millions of years), a ____________________ of white pines
• Sustainable Resource Use
• Provides for human ________________ & _______________ AND
• ____________________ the ecosystems that produce natural resources
• _________________________________ – total area of functioning land and water ecosystems needed both to provide the resources an individual or population uses and to make harmless the wastes that an individual or population generates
•
•
•
•
•
•
• The average American has an ecological footprint that is:
– 4x larger than global average
– 2x that of England
– 6x that of China
Using Resources Wisely
Resource Why is it needed?What are we doing to
destroy/harm it?How can we help/protect it?
Soil
Allowing soil erosion – nutrients are washed away with rain
Desertification – over-plowing, overgrazing, allowing land to be barren between plantings
Deforestation – loss of forests
Fres
hwat
er
Protection of natural resources involved in water cycle (ex. Plants)
Watershed conservation
Water conservation (ex. drip irrigation)
Resource Why is it needed?What are we doing to
destroy/harm it?How can we help/protect it?
Atm
osph
ere
Oxygen, absorption of UV radiation, regulation of global temperature
Ozo
ne L
ayer
CFCs banned in the late 80’s (Montreal Protocol), however residual CFCs can remain in the atmosphere for more than 30 years!!
Fish
erie
s
Regulations put in place to limit fish catches
Certain areas closed to fishing until populations recovered (Sustainable Fisheries Act)
Aquaculture – farming of aquatic animals
Resource Why is it needed?What are we doing to
destroy/harm it?How can we help/protect it?
Clim
ate
(Cha
nge)
Global warming – increase in average temperature of our planet
Melting sea ice/Rising seal levels
