Transcript Cell to Biome Pt 2

UNIT : CELL TO BIOME
Objectives
1. Describe the different levels of organization
in living things.
2. Describe different ways organisms react to
each other and the environment.
4/4 BELL WORK
Professor Quantum was motoring along at a leisurely
speed when he suddenly realized he was late for a
lecture. He took the next corner on two wheels right in
front of a policeman, but the lawman made no effort
to pull him over,
 How could the professor get away with such driving
habits?
4/4 SCHEDULE
 “Dude, You Gotta Move” Presentations
 Start Rat DIssections
Assignments:
1. Starfish Review due LATE
2. Earthworm Lab LATE
3. Earthworm Review LATE
4. “Dude” research packets and Presentations TODAY
DISSECTION
 Read, ask 3, then ask me!
 Follow ALL directions and be CAREFUL!
 Messing around with specimens or equipment loses points.
 Keep in calm… no screams or freaking out
 Goggles and aprons with gloves for dissectors
Clean Up…
 NOT finished: clean and return equipment, label pan with your
name and hour, cover rat with a DAMP paper towel.
 Finished: rinse pan and tools, dry equipment and return it,
throw rat in the garbage
4/5 BELL WORK
Watch the video clip and answer the
questions.
 How and why did Othello kill Desdemona?
BONUS: Who should, “beware the ides of March” and why?
4/5 SCHEDULE
 “Dude, You Gotta Move” Presentations
 Continue Rat Dissections – due WEDNESDAY
 Be ready for a verbal quiz
Assignments:
1. Starfish Review due LATE
2. Earthworm Lab LATE
3. Earthworm Review LATE
4. “Dude” research packets and Presentations LATE
4/6 BELL WORK
 What do the following have in common?
UPC code, a chocolate company, and a lion’s cage
4/6 SCHEDULE
 Finish Rat Dissections – due TODAY
 Be ready for a verbal quiz
Assignments:
1. Earthworm Review LATE
2. “Dude” research packets and Presentations LATE
3. Rat Lab due TODAY
4/7 BELL WORK
 What is, in your opinion, the best test taking strategy?
4/7 SCHEDULE
Check grades
Get Assignments In!!
 Starfish Dissection AND Review
 Worm Lab AND REVIEW
 “Dude” Biome Project Research packet
 Rat Dissections LAB – LATE
 etc.
Dissections Lab Test TUESDAY!!
Final deadline for all previous assignments
Assignments:
1. Earthworm Review LATE
2. “Dude” research packets and Presentations LATE
3. Rat Lab LATE
4/8 BELL WORK
A railroad line has a double track, except in a tunnel where
there isn’t enough room. A train goes in the tunnel in one
direction. Another train enters in the opposite direction. Both
trains are traveling very fast, yet they do not collide.
 How can this be?
4/8 SCHEDULE
Notes Ch 4.1 – 4.2 “Energy Flow”
Food Chains, Webs, and Pyramids Sheet due MONDAY
Dissections Lab Test TUESDAY!!
Final deadline for all previous assignments
AIMS Sci Test 4/19
Assignments:
1. Earthworm Review LATE
2. “Dude” research packets and Presentations LATE
3. Rat Lab LATE
ELEMENTS OF CLIMATE
AQUATIC ECOSYSTEMS
Aquatic ecosystems are organized into freshwater,
wetlands, estuaries, and marine.
 Freshwater ecosystems are located in bodies of fresh
water, such as lakes, ponds, and rivers. These
ecosystems have a variety of plants, fish, arthropods,
mollusks, and other invertebrates.
 Wetlands provide a link between the land and fully
aquatic habitats. Water-loving plants dominate
wetlands. Wetlands moderate flooding and clean the
water that flows through them.
FRESHWATER (PONDS, STREAMS, ETC)
WETLANDS
AQUATIC ECOSYSTEMS
 An estuary mixes fresh water from a river with salt
water from an ocean. Estuaries are productive
ecosystems because they constantly receive fresh
nutrients from the river and the ocean.
 Marine ecosystems are found in the salty waters of
the oceans. Kelp forests, seagrass communities, and
coral reefs are found near land. The open ocean, far
from land, has plankton and large predators, such as
dolphins, whales, and sharks.
ESTUARY
MARINE ECOSYSTEMS
CH 4.2 “ENERGY FLOW IN ECOSYSTEMS”
Objectives:
 Describe how energy moves through ecosystems.
 Classify organisms as producers, consumers, or
decomposers and explain their role in food webs.
TROPHIC LEVELS
Trophic or “feeding” levels
TROPHIC LEVELS
Energy Flow in Ecosystems
1. The primary source of energy is usually the sun.
2. Plants, algae, and other producers change
sunlight into energy that they can use to grow.
3. Consumers eat the producers and other
consumers.
4. Decomposers like bacteria and fungi break down
remains.
TROPHIC LEVELS, CONTINUED
Energy Flow in Ecosystems
 Each step in energy transfer is a trophic level.
 Food chains or food webs can help trace energy
flow.
 Food chains: 1 way flow of energy
 Food web: more complicated, show interconnected food
chains
TROPHIC LEVELS, CONTINUED
Food Chains
1 st Trophic Level = Producers
 plants
 algae
 some bacteria (cyanobacteria)
2 nd Trophic Level = Primary Consumers / Herbivores
 cow
 deer
 sheep
TROPHIC LEVELS
3 rd Trophic Level = Secondary Consumers /
Carnivores that eat herbivores
 Wolves eating deer
 Snake eating a mouse
4 th and 5 th Trophic Level = Tertiary and Quaternary
Consumers / Carnivores that eat other carnivores
 Hawk eats a snake that ate a mouse (Tertiary)
 Shark eats a dolphin that ate tuna that ate sardines …
(Quaternary)
 Omnivores eat plants and animals
 Bears, rabbits, humans
 Might be on 2 nd , 3 rd , and/or 4 th Level
LOSS OF ENERGY
Energy Pyramid
 Energy is stored at each step in a food web.
 When animals eat, they get energy from the food.
 When the energy is used, about 90% of it is
converted into heat and lost to the environment.
LOSS OF ENERGY
 Only about 10% is stored as fat or as tissue. This
stored energy is all that is available to organisms at
the next trophic level.
ENERGY TRANSFER THROUGH TROPHIC
LEVELS
Review:
1. What is another word for “Producer”?
2. What kind of consumers are the small carnivores?
3. What does the size of each level tell you about population size?
ENERGY LOSS
Why a Pyramid?
 Only 10% of the energy in one level is available to
the next.
 Big predators like lions and wolves are rare.
 It takes a lot more energy to keep a predator alive
than a herbivore. Many ecosystems do not have
enough energy to support large populations of
predators.
AMOUNT OF ENERGY AT FOUR TROPHIC
LEVELS
ENERGY PYRAMID REVIEW
Draw this in your notes or on another paper. I will check for it!
1. Draw an energy pyramid that includes a gila monster, grass,
a cricket, and a coyote.
2. Imagine the crickets have 100 kcal. Calculate how many
kcal are available in the other levels.
3. Turn the energy pyramid into a food chain. The arrow head
points in the direction the energy is going.
4/11 BELL WORK
Two girls that look exactly alike go into a job interview when
they hand the interviewer their portfolios they have the same
last name, the same address and the same birthday and they
are both 16. The interviewer asks are you twins? They said no
and were telling the truth.
How could this be?
4/11 SCHEDULE
Practice DBQ
Lesson of the Kaibab – DUE TODAY
Food Chains, Webs, and Pyramids Sheet due MONDAY
Dissections Lab Test TUESDAY!!
Final deadline for all previous assignments
AIMS Sci Test 4/19
Assignments:
1. Rat Lab LATE
2. Food Chains, Webs, and Pyramids due TODAY
3. Lesson of the Kaibab due TODAY
LESSON OF THE KAIBAB?
Any one know where Kaibab National Park is? Been there?
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North and South Rim of Grand Canyon
1.6 mil acres
Deer, antelope, turkey, coyote, mountain lion, bobcat, porcupine, …
Major conservation efforts since 1905 to try to control deer
population.
LESSON OF THE KAIBAB?
 Conservation Ef forts: attempt to control ________ for
endangered species
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food sources
predators
spread of disease
habitat preservation
access to mates/new genetic material
DOC BASED QUEST STRATEGIES
 Skim reading first. Read questions then go back and read
more thoroughly.
 Sometimes questions can be reworded. Ask.
 Read intro and background. Be careful of the dates.
 Examine charts, graphics, etc. Look at captions. Mark info
mentioned in the question.
 Title and label graph.
 Draw lines to mark the dates in questions (1905, 1925, etc.) and
likely carrying capacity.
 Note important info or patterns.
Double-check you answered the question(s).
4/12 BELL WORK
You throw away the outside and cook the inside. Then you eat
the outside and throw away the inside.
What could you be eating?
4/12 SCHEDULE
Review dissection labs and reviews
Dissection Practical
Finish and turn in any missing assignments
Final deadline for all assignments TODAY
AIMS Sci Test 4/19
Assignments:
1. Rat Lab LATE
2. Food Chains, Webs, and Pyramids LATE
3. Lesson of the Kaibab LATE
4/13 BELL WORK
How many numbers between 1-100 are multiples both
of 2 and 3?
4/13 SCHEDULE
Take Dissection Test if absent yesterday!!
Food Web and vocab review
Notes Ch 4.3 “Cycling of Matter”
AIMS Sci Test 4/19
Assignments:
1. Rat Lab LATE
2. Food Chains, Webs, and Pyramids LATE
3. Lesson of the Kaibab LATE
FOOD WEB REVIEW
Create a food web that has AT LEAST 8 organisms found in
Arizona.
 Draw and label a simple picture for each organism.
 ID each organism as a Producer, 1 o Consumer, 2 o Consumer,
3 o Consumer, and/or Decomposer.
 Keep in notebook, 15 minutes and check
Ocean food web
CH 4.3 “CYCLING OF MATTER”
Objectives:
 Describe the water, nitrogen, and phosphorus
cycles.
 Explain how the carbon and oxygen cycles are
linked.
CYCLE AND RECYCLE
Put this in your notebook. I will check that you have
the questions and the answers written down. You
have 7 minutes…
1. Make a list of things you have used in the last
week that were recycled.
2. What is each recycled from?
3. What are advantages/disadvantages to recycling?
CYCLE AND RECYCLE
List of Recycled Items
Advantages / Disadvantages of Recycling…
Recycled From
WATER CYCLE
 Draw the diagram. Then add notes and vocabulary
WATER CYCLE
The water cycle moves water between the
atmosphere, the land, and the oceans.
1.Water vapor condenses and falls to Earth as
precipitation.
1.Some of this water percolates into the soil and
becomes groundwater.
WATER CYCLE
3. Other water runs across the surface of Earth into
rivers, lakes, and oceans.
4. Then, the water is heated by the sun and reenters
the atmosphere by evaporation.
5. Water also evaporates from trees and plants in a
process called transpiration.
CARBON AND OXYGEN CYCLES
Carbon and oxygen are critical for life on Earth, and
the cycles are closely linked.
1.The carbon cycle is the movement of carbon from
the nonliving environment to living things and back.
1. Animals, plants, and other photosynthetic
organisms play an important role in cycling them
through ecosystems.
CARBON AND OXYGEN CYCLES
 Plants do photosynthesis and use CO 2 in air to make
organic molecules. Oxygen is released.
 Many organisms use oxygen to help break down organic
molecules, and release energy and CO 2 . Plants use the
CO 2 to start the cycle over.
 Remember respiration is the process of exchanging
oxygen and CO 2 between living things and their
surroundings.
CARBON AND OXYGEN CYCLES
3. Carbon is also released into the atmosphere in the
process of combustion or burning.
 Fossil fuels are formed from dead plants and animals,
which are made of carbon.
 Humans burn fossil fuels, like oil and coal to generate
electricity and to power vehicles.
4/14 BELL WORK
Read the quote below. What does he mean?
“There’s no such thing as free lunch.”
- Milton Friedman
- (American economist and professor)
4/14 SCHEDULE
Signed Grade Sheets due MONDAY
AIMS Info
Notes Ch 4.3 “Cycling of Matter”
Ancient Farmers of the Amazon (Rev Sci Methods and Evo)
AIMS Sci Test 4/19
Assignments:
1. Rat Lab LATE
2. Food Chains, Webs, and Pyramids LATE
3. Lesson of the Kaibab LATE
AIMS INFO
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Tuesday April 19 th
MC
No notes, calculators, ED, etc.
Bring a book or something to work on
 AIMS + Sem 2 Final = 15% of semester grade
 Study!!
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Sci Methods and Safety
Cells, mitosis/meiosis/genetics, and transport
Photosynthesis and respiration
Biomes, ecosystems, nutrient cycles
CARBON AND OXYGEN CYCLES
Recap… CO 2 is a big contributor to global warming.
Name two things that increase CO 2 and two ways to
reduce it.
 Increase: Burning fossil fuels, driving cars, factories,
etc.
 Decrease: Choosing to walk instead of drive, carpool,
plant more trees, etc.
NITROGEN CYCLE
Draw a diagram that includes trees, a cow, and the
ground. Fill in with notes and vocabulary.
NITROGEN CYCLE
Nitrogen must cycle through an ecosystem so
organisms can make proteins and nucleic acids.
1.The nitrogen cycle is the process that circulates
it between the air, soil, water, and organisms.
 T he atmosphere is about 78% nitrogen gas, N 2 , but
most organisms cannot use it in this form.
nucleotide
NITROGEN CYCLE, CONTINUED
2. In nitrogen fixation nitrogen gas, N 2 , is
changed to ammonia, NH 3 in three major
ways.
 Nitrogen-fixing bacteria in the soil and on
the roots of some plants.
 Lightning
 Burning fossil fuels in vehicles and
industrial plants.
Legume root nodules.
NITROGEN CYCLE
3. Plants absorb nitrogen during assimilation. When
animals eats plants, nitrogen compounds become part of
the animal.
4. During ammonification, nitrogen from animal waste or
decaying bodies is returned to the soil by bacteria.
5. During nitrification, other bacteria convert ammonia to
nitrite and then nitrate NO 3 .
6. Denitrification, other bacteria change that nitrate, NO 3 ,
to nitrogen gas, N 2 , which returns to the atmosphere.
PHOSPHORUS CYCLE
Draw the diagram. Add vocabulary and notes as you
listen
PHOSPHORUS CYCLE
Phosphorus also has to cycle in order for an
ecosystem to support life.
 The phosphorus cycle is the movement of
phosphorus in different chemical forms from the
surroundings to organisms and then back.
 Phosphorus is used to make ATP and DNA.
PHOSPHORUS CYCLE
1. Phosphorus is often found in soil and rock as
calcium phosphate, which dissolves in water to form
phosphate.
 The roots of plants absorb phosphate. Humans and
animals eat the plants and reuse the organic
phosphorus.
 Organisms die and return phosphorus to the soil.
WHO WERE THE FIRST FARMERS ?
ANTS, PLANTS, FUNGUS, MOLD
BACTERIA AND ANTIBIOTICS
What’s the Connection ???
VIDEO:”ANCIENT FARMERS OF THE
AMAZON”
1. Why don't the leafcutter ants eat the plants
directly ?
2. What were 2 hypotheses about why the ant gardens
were free of diseases ?
3. What observations did the researcher make about
the mold and the fungus ?
4. How did the researcher test his hypothesis ?
VIDEO:
“ANCIENT FARMERS OF
THE AMAZON”
5. When did ants first begin using antibiotics ?
6. When did humans discover antibiotics ?
7. Why doesn't the mold become resistant to the
antibiotics produced by the bacteria ?
VIDEO:
“ANCIENT FARMERS OF
THE AMAZON”
8. What do you think the narrator meant by the term
"coevolutionary arms race" between the bacteria and the
mold ?
9. How does this video illustrate the complexity of
nature ? How many examples of symbiosis can you
identify ?
VIDEO:
“ANCIENT FARMERS OF
THE AMAZON”
10. How many kingdoms of living things are part of this
complex relationship of the ants and the fungus ? In
what biome is this taking place ?
LEAFCUTTER ANTS: THE FIRST
FARMERS
Ants and Fungus mutualistic
________ relationship ?
Ants and Bacteriamutualistic
_________relationship ?
The bacteria on the ants produces antibiotics
__________. How
does this benefit the ants ? Is this a direct or indirect
relationship ?
REVIEW GRAPHS
 Types of graphs
 Pie Graph: parts of whole
 Bar Graph: compare categories
 Line Graph: change (over time)
 Variables
 Independent: x-axis, set-up first
 Dependent: y-axis, results of experiment
 Good graphs have…
 Descriptive title
 Labels and units
WHEN NIGHT FALLS…
 Watch the video and fill in the sheet.
Fat dormouse
Hedgehog
Nighthawk
Iberian peninsula
Shrew
ECOSYSTEMS VOCAB REVIEW – SLAP!
 Listen to each statement carefully. Choose the word that best
completes it.
PRODUCERS
BIOME(s)
SUCCESSION
CARBON CYCLE
RESPIRATION
PHOSPHORUS CYCLE
ENERGY PYRAMID
NITROGEN CYCLE
ECOSYSTEM
BIOME AND ECOSYSTEM POSTCARD
Biome
1. Picture and title
2. Location and general
description (rain &
temperatures)
3. Plants and animals
found there
Aquatic Ecosystem
1. Picture and title
2. Describe location
3. Plants and animals
found there
WHERE WOULD YOUR BIOME GO?
60
30
O
BIOME PYRAMID REVIEW
 Put the biomes in the correct place on the diagram below.
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Tropical Rainforest
Savanna
Tropical Desert
Temperate Forest
Temperate Grassland
Temperate Desert
Taiga
Tundra
Cold
Hot
Wet
Dry