Transcript Bell Work Questions

Is this object living or nonliving? What types of
animals do you think it is closely related to?
What environment do you predict it inhabits?
What can you predict about its diet? Give
reasons for your answers.
https://www.youtube.com/
watch?v=GfQ9VMj8lWw
This animal is a honey badger. Listen to
the description given here.
Explore: 8 groups of four: supply animal cards and these
questions. Record your answers for 1, 3, 4, 5, in your notes.
Groups will be sharing out their answers.
Questions:
1. Describe the environment these animals share. If you know
the name of this biome, include it.
2. Propose a food web that includes most if not all of these
animals. Organize it on your table top for your teacher to
check.
3. What organisms would also have to be present for this food
web to work?
4. What are the living and nonliving parts of this environment
that these animals need to survive and reproduce?
5. List one way that each animal is well-suited to survive in its
environment.
Bell Work Questions
(Notebooks)
 (Jot these down because you will answer them
using a food web that we will show in a minute)
 What is the tertiary (top) consumer in this web?
 What is the source of energy in this
ecosystem? What organism catches that
energy?
 What are the food sources for the sea duck? Is
it an omnivore, a carnivore, or an herbivore?
 What organisms are missing a food source?
Can this be correct? Why?
Homework Now
 Turn it in!
Vocabulary Handout
 These terms will be the basis of a test
next Wed/Thurs.
 Do not just learn the definitions. Read
chapter 2 so that you understand the
terms.
Fig. 14.12
•Representative Ocean Food Webs
•Ice edge Ecosystem –spring/summer- Food Web Dynamics
Bottom Up/Top down control
 Challenge Questions?
 What is the difference between
 Bottom Up,
 Top Down and
 Wasp waste control of Food Webs in Ocean Ecology
Top Down
Wasp/Waste
Bottom Up
For each of the scenarios
on the next slide:
 Look at the arrow. In sentence form,
describe what has happened and the
resulting impact on each trophic level of
the food chain.
Bell work: Write down the
following in your notebooks!
 A poster with a description or drawing of both
the biotic (food web) and abiotic factors
(climate, rainfall, etc) in that biome.
 A brief essay describing the biome using the
first 18 vocabulary terms on your ecology
vocabulary. (Your groups will do this later in the
period!)
 Write down your homework:
 Study for Ecology Terms vocab quiz on
Wednesday/Thursday.
 Complete questions on p. 64: 1-6 and p. 73: 2-6 for
Friday.
VOCABULARY TEST
WED/THUR
 This test will be matching!
 1. Silently study the words for 5 minutes.
 2. One person at each table reads a
definition and the other members give the
word.
 3. Switch readers after 5 definitions!
BIOMES!
 In your notebooks, write down what you
think a biome is and then list a few.
Biome Group Activity
 You will be assigned a biome. You will
generate two products as a group:
 A poster with a description or drawing of both the
biotic (food web) and abiotic factors (climate,
rainfall, etc) in that biome.
 A brief essay describing the biome using the first 18
vocabulary terms on your ecology vocabulary.
Groups will present their posters and essays to the
class…divide and conquer! Everyone should
contribute. Your teacher will be walking around in
five minutes and asking which part of the
assignment you are performing.
Biome project directions:
 Use your books and the Environmental
Science Book in the lab to do this project
(Chapter 7).
 Half of the members work on the poster
and the other half work on the essay!
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Tropical Desert
Temperate Desert
Temperate Grassland
Tundra
Temperate Shrubland
Tropical rain Forest
Temperate Deciduous Forest
Evergreen Coniferous Forest
Biome presentations
 Your group will be presenting your
biomes after about 25 more minutes of
work.
 Be sure to highlight in your presentation:
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Climate (rainfall, temperature range, etc)
Major plant groups
Major animal groups
Locations of your biome
Copy this table into your notes.
Use it to take notes as your
peers present their biomes.
Biome
Climate
Major
plants
Major
animals
Location
BELLWORK: Man’s impact
on the environment
 Brainstorm a list of the negative ways
that humans activities have impacted the
environment (write In your notebooks).
 What steps have advanced cultures
taken to try to restore their environment
or to mitigate the damage man has
caused?
Man’s impact:
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Clearing forests for commercial/residential
Generation of trash and its storage
Mountain-topping to mine coal
Transportation
Illegal hunting/poaching
Dumping in rivers and oceans
Overfishing
Forest fires
Factory pollution, smog from cars, smoke from paper mills
Pollution from nuclear and coal power, nuclear accidents
Oil spills
Littering
Urban sprawl
Mining or drilling
Acid rain
Smoke from various sources
Light pollution
Overfarming, pesticides, fertilizer runoff, release of carbon dioxide
War, testing of atomic weapons, residual effect of bombs
Man’s mitigations:
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Hybrid vehicles/more energy efficient vehicles
Protecting and identifying endangered species
Solar energy
Environmental protection laws
Recycling
Green roofs and energy efficient building
Animal research and protection
Energy efficient appliances
Improving trash disposal
Composting/organic farming
Reduction in packaging
Carbon catching
National Arbor Day/Planting trees/Earth day
Laws to control urban growth/hunting/conservation of land
National Park System
Alternative Energy (wind, hydroelectric, geothermal, tidal)
Homework (Due Friday)
 Do all questions in section reviews 4.1
and 4.2.
 TEST: A test over all material covered so
far will be given next Monday/Tuesday.
 The vocabulary definitions will play a big part
in that test. If you show significant
improvement over the first test, I may give
some additional credit on it.
Secondary Succession
 You will receive a worksheet and a
clipboard.
 We are briefly going outside to observe a
form of secondary succession.
Make some changes on
the worksheet.
Predict the impact of:
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Acid rain?
Urban sprawl?
Increased global temperatures?
Pesticide usage? (Insecticides, herbicides)
Dams?
Farming?
Chemical dumping or chemical spill?
Addition of non-native plants and animals?
Do it in this format:
PROBLEM
Acid Rain
IMPACT
What is the main cause of
global temperature rise?
 Write down your answer.
 Listen to the news clip.
 Look at the photo of the arctic ice cover.
http://arctic.atmos.uiuc.edu/cryosphere/
 Look at the graphs. Do they show any
solid evidence of climate change? Why
or why not?
Primary Succession
 NO SOIL PRESENT; forms on bare rock or lava floe.
 First: lichens (combo of fungus and algae), bacteria
 Second: ferns, small weedy plants (annuals), fungi,
insects
 Third: grasses, perennials, eventually shrubs and
trees, more advanced organisms
 Climax community: stable mature, few changes in the
number and variety of species
 Time frame: depends on climate, usually ____ years.
 How do these initial organisms arrive?
 Animals, wind, water
Secondary succession
 SOIL IS ALREADY PRESENT.
 Caused by fires, floods, windstorms, etc.
 The organisms have all been removed but soil
remains.
 What is left in soil? (Leave space.)
 First: annuals, insects
 Second: grasses, perennials
 Third: a progression of trees
 Shrubs to pines to oaks/hickory
 Time frame: 50 to 75 years to regain climax
community/stable ecosystem
Factors that impact population growth
 The obvious: access to food, habitat, water, shelter
 The less obvious:
Density dependent factors are biotic factors like
predation, disease, parasites, competition.
Examples:
Density independent factors like changes in the
abiotic factors including severe weather events,
natural disasters, and human intervention.
Examples:
Describing populations
 Population density
 Population range (determined by species
dependence on both biotic and abiotic
factors)
 Example: birds that nest in old growth trees,
armadillos, salamanders
 Population distribution
 Dispersion can be: uniform, clumped or
random (p. 93)
Three spatial dispersion
patterns
 (1) Random: the position of each
individual is independent of the others
Three spatial dispersion
patterns
• (2) Uniform: individuals are more
evenly spaced than random
Three spatial dispersion
patterns
• (3) Clumped: individuals occur in
scattered groups. Response to habitat
or microhabitat differences, low
dispersal, or social behavior
How do we count the critters?
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Almost always an estimate
Frequency study
Capture/recapture study
Density study
The study of population growth
 Population growth rate: how fast a population is
growing. Includes factors like emigration and
immigration.
 Exponential growth model: If a population of organisms
has no limiting factors, it grows exponentially until
some environmental factor begins to limit it. Is called a
J curve.
 Logistic Population Growth: this is the growth pattern
associated with most populations.
 The curve of growth associated with this type of population
growth is called an “S curve” and has three distinct periods: lag
period (very slow growth) followed by exponential growth (is
called the J curve segment) followed by a leveling out of the
curve called the carrying capacity. The carrying capacity is
reached when the number of individuals stabilizes based on
resources of that ecosystem (birth rate = death rate)
Exponential population growth
The exponential curve is called the
J curve because it sort of looks like a J
"There is no exception to the rule that every organic being
naturally increases at so high a rate, that, if not destroyed,
the earth would soon be covered by the progeny of a single
pair. Even slow-breeding man has doubled in twenty-five
years, and at this rate, in less than a thousand years, there
would literally not be standing-room for his progeny."
Charles Darwin (1809-1882) On the Origin of Species by
Natural Selection 1859
World Overpopulation Awareness
Exponential growth followed by a
crash due to no predators
Logistic (or sigmoidal or S-shaped) population
growth
r = intrinsic growth of the population
r is the slope of the line
K = carrying capacity
N
Note positive and negative feedbacks
Age structure of populations
 The ratio of the various age
classes to each other in a
population
 Age pyramids portray the agestructure of a population
 Ratio affects rates of population
growth
 Pre-reproductive (v.
important)
 Reproductive
 Post-reproductive
Human age structure pyramids:
essentially shows the influence of the
prevalence of technology, medicine and
social programs.
Sex ratio becomes skewed (just like at CCA)
Reproductive Patterns
 r-strategists: organisms that live in areas where abiotic
factors vary greatly tend to produce many offspring and
have shorter lives. What is the benefit of this?
Examples?
 k-strategists: organisms that live in areas where abiotic
factors are more consistent year to year tend to
produce fewer offspring and have longer lives. What is
the benefit of this? Examples?
Test Review
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pp. 56-57: 1, 6-8, 10
pp. 85-87: 5-8, 17-21, 29-31
pp. 109-111: 4-12, 26-30
pp. 112-13: 2, 5, 6, 8, 10, 11
Review answers
 pp. 56-57: 1(c), 6 (b), 7(b), 8(a),
10 (biotic factors: organisms that are food, organisms
that compete; abiotic factors: water in soil, temp of soil)
 pp. 85-87: 5(b), 6(c), 7(c), 8(d), 17(b), 18(a), 19(d),
20(c), 21(d), 29(c), 30(b), 31(c)
 pp. 109-111: 4(c), 5(a), 6(d), 7(b), 8(b), 9(a), 10(c),
11(b), 12(a), 26(a), 27(c), 28(d), 29(c), 30(a)
 pp. 112-13: 2(d), 5(b), 6(d), 8(c),
10(After a sharp rise in the lynx population, the hare
population drops quickly), 11(The lynx population
would decrease rapidly and possibly die out if the lynx
could not find other prey)