TAKS Review, Objective 3 Demonstrate an understanding of the interdependence of organisms and the environment. Objective 3: Biology

TAKS Review, Objective 3

Demonstrate an understanding of Demonstrate an understanding of the interdependence of organisms the interdependence of organisms

and the environment.and the environment.

Objective 3: BiologyObjective 3: Biology


Biomes are Biomes are identified by identified by bioticbiotic and and abioticabiotic

factors.factors.

• Biotic – what kinds of plants and animals live there

• Abiotic – nonliving characteristics such as soil type, rainfall amounts, and average temperature cycles.


Name Name the the

BiomeBiome

DesertTemperate Forest

Tundra

TaigaTropical Rainforest

Grasslands


To what do these terms refer?

• Biosphere – The entire area of the planet that supports life.

• Biome – An area defined by specific abiotic and biotic factors.

• Community – The groups of living things in an area and how they relate.


Ecology – The study of the Ecology – The study of the relationships among living relationships among living

thingsthings• SymbiosisSymbiosis is a close relationship between

two living things

• When both are helped it is called mutualismmutualism

• When one is helped and there is no effect on the other it is called commensalismcommensalism

• When one is helped and the other is harmed it is called parasitismparasitism


Mutualism . . .Mutualism . . .

Sharks are cleaned by a little fish known as a Remora. The shark never eats them since they clean bacteria off of the shark. Since both species are helped, this is mutualism.


Commensalism . . .Commensalism . . .

Orchids live high in tree-tops on the branches of large trees. They do not harm the tree, but they are helped by being raised up into the sunshine and receiving water.


Parasites . . .Parasites . . .

Parasites harm or kill the host. A good example is a tape worm. It intercepts much of the host’s food, causing the host to starve/be nutrient deficient

http://constantstateofflux.files.wordpress.com/2007/10/tapeworm1.jpg


Sleeper shark with eye parasite


Parasitic fluke


Parasitism – Co-evolution of Parasite and Host

Adaptations of Parasite – Highly specialized physiologically and

anatomically Feeding apparatus Small size, hard to see Strong, attachment apparatus Natural pain killers at feeding site


Parasitism – Co-evolution of Parasite and Host

Adaptations of the Host – Defense Eyes, nose and mouth are protected

by tears, mucous and saliva Grooming behaviors Natural body defenses


theTAPEWORM

DIET!


35 Clown fish are small reef fish that seek protection from predators by sheltering themselves among the stinging tentacles of sea anemones. Clown fish are very territorial and can potentially scare off predators of sea anemones. This relationship is an example of --

A neutralism

B mutualism

C parasitism

D commensalism

This is not a type of symbiosis Incorrect

Neither is harmed so this is incorrect

Means only one is being helped and the relationship has no effect on the other – also incorrect

Since both are helped, it is of mutual benefit


What is helped?

Both the ants and the tree.

This is the definition of:


All energy on the earth comes from the sun.


All photosynthetic organisms take the light from the sun and convert it to chemical

stored energy. This chemical energy is an organic compound.

Organic means having carbon

Primary Productivity


18 Energy used by producers in a grassland food web is provided by-

F sunlight

G photosynthesis

H oxygen

J carbon dioxide

Used by producers

This is a process, not an energy source.

H and J are elements which are types of matter, not energy.

So the answer should be:

F


Energy Diagrams - FLOWEnergy Diagrams - FLOW At one end of the diagram are plants. Plants are called producers since they are capable of turning sunlight into food by photosynthesis. They pass 10% of the They pass 10% of the energy they absorb to animals that eat energy they absorb to animals that eat

them. them.


To understand the flow of energy lets say that when energy leaves the sun it is

worth 100 dollars.

Next when the plant makes food the energy is now worth 10 dollars

When the rabbit eats the plant the energy is worth 1 dollar.

When the wolf eats the rabbit it is worth 0.1 dollars or 10 cents.


So, as the energy moves through the ecosystem only 1/10th of it makes it to the next level!


ConsumersConsumers1st Order Consumers: eat

only plants and are also called herbivores.

2nd Order Consumers: eat only animals and are called carnivores.

3rd Order Consumers: animals that eat other animals and plants. They are also known as omnivores


Producer


Herbivore


Omnivore


Carnivore


The Detritivores…a special case- worms, fungi, and bacteria - all survive

by ‘eating’ the dead things (detritus) and returning the nutrients to the soil and air. If these creatures cause the decay they are called decomposers.

They are on all trophic levels except the first


39 Wolves and hawks are at the same trophic level because they —A both live on landB are both large mammalsC both eat primary consumersD have similar hunting patterns

trophic level

Means 1st , 2nd or 3rd Order

Consumer



10% Energy Rule –Only 10% of the energy moves up to

the next trophic level. Decomposers


43 Approximately how much of the energy available in the tissues of the producer is eventually incorporated into the tissues of a secondary consumer?

A Less than 1%B Between 20% and 30%C Approximately 50%D More than 50%

If we apply the 10% rule, 10% of the 1000 kcal of the plant is consumed (100 kcal), and 10% of that is 10 kcal which is 1% of the original

1000kcal, but only 3 kcal is available to the tissues so it is A.


Food Chain – One of many Food Chain – One of many feeding relationships in a feeding relationships in a

communitycommunity• Arrows in a food chain Arrows in a food chain

show the show the direction of direction of energy flow.energy flow.

• This is not the only feeding relationship for

these organisms.

• When several or all of the food relationships

are shown it’s a . . .


Food Web


Food WebsFood Webs• Food webs attempt to

show all the feeding relationships in a community.

• The direction of the arrows shows the direction of energy flow.

• At the bottom of every web and every chain is a plant. These are the only things that can turn sunshine into food.


37 Which of these groups of organisms would most likely have accumulated the largest concentration of a long-lasting chemical pollutant in their bodies?

A Phytoplankton

B Zooplankton

C Lake trout

D Gulls

Since the Gulls are at the top of the food web, they would have the highest

accumulation of everything but energy.


Predator and PreyPredator and Prey

Prey are the animals that are eaten as a food source for the . . .

The predator is the hunter animal. The population of the predator must be less than the prey or they do not have enough food.


Predation – Co-evolution of Predator and Prey

Adaptations of the Predator – Improved efficiency at finding, capturing and

consuming prey Sharp Teeth Keen senses; sight, hearing, smell Strong, fast legs Camouflage


Adaptations of the Prey – Improved efficiency at hiding, evading and avoiding

being eaten. Sharp Teeth Keen senses; sight, hearing, smell Strong, fast legs Camouflage, Spines, …. Bad Taste / Warning Coloration /

Mimicry



What could be done to increase the predator population?

24 Which of the following is most likely to cause increases in a predator population?

F Fewer prey

G A reduction in competition

H More parasites

J A period of drought

Reduces available food – Nope!

Fewer predators, they would be sick or dying!Fewer predators and prey;

they’d be gone looking for water!


Carrying Capacity Carrying Capacity

Po

pula

tio

n (

10

0s)

Time (months) Prey Predator

• Carrying capacity is the maximum number of a specific population that an area can support (with enough food and other living requirements). It is shown by a line on population graphs for a specific species.


2 Because of this animal’s adaptations, it would be most successful at —

F competing with birds

G making its own food

H hiding from predators

J running very rapidly



And the answer is?

• H hiding from predators. • Its not a plant, so it can’t

make food. • It has no wings, so it can

not compete with birds. • Although it has long

legs, it doesn’t seem balanced for running.


• How can a plant leaf be modified:

-to capture more sunlight?

-to receive less sunlight?

-to prevent water loss?

-for protection?


Water CycleWater Cycle• Precipitation (rain,

snow) falls • Plants transpire &

evaporation takes water back into clouds

• The ground filters the water run-off into the lakes where it evaporates


21 The diagram shows physical changes that

occur in the water cycle. Which of these shows

condensation?

A Q

B R

C S

D T

PrecipitationRun Off of ground waterEvaporation


Carbon CycleCarbon Cycle• Glucose C6H12O6 is

produced by plants, eaten by animals.

Photosynthesis Photosynthesis • Animals and plants

exhale CO2 which is taken in by plants to make glucose

Cellular Respiration Cellular Respiration


Nitrogen CycleNitrogen Cycle


Nitrogen CycleNitrogen Cycle • Lightening and bacteria

in the ground “fix” Nitrogen into a form usable by plants

• N is absorbed by plants, through their roots as nitrates, so they can be used to build amino acids essential for building proteins, enzymes and the nitrogen bases of DNA

Nitrogen-fixing Rhizobium on plant roots


Rock CycleRock Cycle


Man’s Effects on the EnvironmentMan’s Effects on the Environment

• Ozone O3 is a protective layer at the top of the atmosphere.

• However, when it occurs near the ground, it is very harmful to all living things, it is SMOG


Man’s Effects on the EnvironmentMan’s Effects on the Environment

• More than 90% of fresh water is locked in ice at the polar caps and in glaciers.

• Much of the fresh water is polluted by land run-off, dumping of wastes and excess heat directly into lakes, oceans and rivers.


Man’s Effects on the EnvironmentMan’s Effects on the Environment Global warming, also

called the Greenhouse Effect is caused by

excess burning of fossil fuels and destruction of our oxygen-producing Protista in the oceans and deforestation on land. Fewer plants

means less oxygen and more CO2.


54 Which of these activities can help conserve natural resources?

F Recycling cardboard boxes

G Washing small loads of laundry

H Driving large cars

J Building wooden fences

What is a phrase associated with ecology?

Yes! Recycle!

Not saving water!

Wasting fuel!

Cutting down trees that give oxygen and clean air!


Evolution: Evolution: the process of change over timethe process of change over time

• There are natural variations in all populations.

• As climate changes occur, and as pressures in terms of food, space, shelter and predation occur, some variations allow a species to survive; others do not.

• Some members who survive, reproduce causing the beneficial variation to become a predominant characteristic of the species.


PhylogenyPhylogeny

This is a phylogenetic

tree.

Know how to ‘read’ one!


Natural SelectionNatural Selection

….the mechanism by which

individuals have inherited

beneficial adaptations

produce more offspring

on average than do other

individuals.


EvolutionEvolutionThe Evidence for The Evidence for

evolution is evolution is based on:based on:– Fossil dataFossil data– DNA SequencesDNA Sequences– Anatomical Anatomical

similaritiessimilarities– EmbryologyEmbryology


Fossils – evidence of evolution Fossils – evidence of evolution

• imprints or remains of living things.

• in undisturbed layers of sedimentary rock, the deeper, the older

• give information about extinct species


DNA SimilaritiesDNA Similarities


Homologous vs. Analogous StructuresHomologous vs. Analogous Structures• Homologous means

structures have the same origin, but may be different now.

• Example, the upper arm bones in dogs, cows, cats monkeys, and birds.

• Analogous means structures have the same function but come from different origins.

• Example, bird wings and wings of bats.


Homologous StructuresHomologous Structures

• Structures that are similar in more than one species

• Used to support a common ancestry.

• Example: Common mammal forearm / leg / flipper.


Embryological EvidenceEmbryological Evidence


EmbryologyEmbryology• All vertebrate embryos

have similar structures. • All have a tail, buds that

become limbs, and pharyngeal pouches.

• We lose the tail. Mammals, birds, and reptiles lose the pharyngeal pouches…in fish and amphibians they become gills.


Speciation: Speciation: separation into new speciesseparation into new species

• Geographic isolation- can cause two different natural variations to become prominent causing 2 separate species

• Reproductive isolation- can have the same effect


What is extinction and what causes What is extinction and what causes it?it?

• A population is extinct when the last of that species is A population is extinct when the last of that species is dead. dead.

• Example: There are no more dinosaurs. Example: There are no more dinosaurs. • What happened? Their habitat was destroyed. When What happened? Their habitat was destroyed. When

they no longer have what they need to live; they die.they no longer have what they need to live; they die.


VirusesViruses

• Viruses are not alive because they can not reproduce on their

own, and • They do not grow and

develop and • They do not exchange

with their environment


Viral IllnessesViral Illnesses

• Measles, mumps, colds, HIV, influenza, cold sores, mononucleosis, and Epstein-Barr virus are all illnesses that are caused by a virus

• A Virus is has a coat, a ‘core’ inside of DNA or RNA, and some type of attachment appendage

http://images.google.com/imgres?imgurl=http://farm1.static.flickr.com/226/502166262_7d04df3987_o.jpg&imgrefurl=http://microbiologybytes.wordpress.com/2007/05/21/hepatitis-c-virus-a-mountain-to-climb/&h=300&w=300&sz=31&hl=en&start=320&um=1&tbnid=-1O3v3sS_rPITM:&tbnh=116&tbnw=116&prev=/images%3Fq%3Dvirus%26start%3D300%26ndsp%3D20%26svnum%3D10%26um%3D1%26hl%3Den%26safe%3Dactive%26rls%3DGGLR,GGLR:2005-48,GGLR:en%26sa%3DN

http://www.sciencemusings.com/uploaded_images/virus-701941.jpg


BacteriaBacteria• Bacteria, like viruses, can cause illness;

however 90% of all bacteria are helpful, NOT harmful.

• Beneficial?

• Harmful?


Documents

TAKS Review, Objective 3 Demonstrate an understanding of the interdependence of organisms and the environment. Objective 3: Biology