Transcript Ecology - Campuses

Ecology
Overview
 Ecology is the study of
interactions of organisms
with each other and their
habitat.
 Habitat: area that is inhabited
by a particular species.
 The environment of an
organism includes:
 abiotic factors: nonliving
things like sunlight, climate,
and geology
 biotic factors: living things
that share its habitat.
What is abiotic in this picture?
What is biotic in this picture?
What makes something
Biotic (alive)?
1. All living things are composed of one or more cells.
2. Complex organization patterns are found in all living
organisms.
3. All organisms use energy.
4. All organisms have stable internal conditions which
must be maintained in order to remain alive.
5. All organisms grow and change.
6. All organisms reproduce in order to continue the
species' life.
Energy and Matter Flow
 Matter is recycled in ecosystems, with constant
input of sunlight energy
What would happen to the
buffalo and wolf if all the
grass died in this habitat?
Feeding Relationships
 Autotrophs (Producers):
capture energy from the  Herbivores-Eat plants
sun, convert to organic
 (cows, grasshopper)
material (plants)
 Heterotrophs
(Consumers): eat other
organisms
 Carnivores- eat meat
 (wolf, snake)
 Omnivores-eat both plants
and meat
 (rat, human)
 Decomposers – cause
decay
 Detritivore - an organism that
feeds on dead or waste
 (bacteria, fungi)
Wagner H.S. Ecology
 Problem: What types of organisms
are found on campus?
 Hypothesis: I think I can find _____
at school.
 Procedure: We will go outside and
observe the insects, animals, &
plants.
Wagner H.S. Ecology
Data
 Autotrophs: 1. ______, 2.______
3._______, 4. _______
 Heterotrophs: Herbivore_________
Carnivore_________
Omnivore _________
BONUS: Detrivore _________
Conclusion
 I found….
Energy flows between feeding relationships
 Energy flows from the sun
to autotrophs and then to
heterotrophs
 Autotrophs get sunlight
energy and store it in
organic compounds
 The energy stored by
autotrophs can be passed
through an ecosystem
 Arrows point in the
direction of energy flow
Food Chains
 A food chain links
all of the food
chains in an
ecosystem
together
Food Webs
 A food web links all of the
food chains in an ecosystem
together
 Who is the producer?
 Leaves and berries
 Who is the PRIMARY
consumer?
 Grasshopper, mouse, rabbit,
& squirrel.
 Who is the Secondary
consumer?
 Fox, Frog, snake,
&….MOUSE?
29
Which organisms in this food web can be described as both primary
and secondary consumers?
F Hawks
G Weasels
H Raccoons
J Mice
Wagner H.S. Ecology
 Problem: What types of organisms
& feeding relationships are found
on campus?
 Hypothesis: I think I can find _____
at school. I think _____ eats ______.
 Procedure: We will go outside and
observe the insects, animals, &
plants.
Wagner H.S. Ecology
Data
 Producers: 1. ______, 2.______
3._______, 4. _______
 Primary Consumer: 1. ____, 2.____
 Secondary Consumer: 1. __, 2. ___
Conclusion
 What did you find?
 _________________________________
_________________________________
 Create a food web with the organisms.
Create a Food Web
 Pick any ten organisms.





Include & Identify the following:
Secondary/tertiary Consumer
Primary Producers
Primary Consumers
Secondary Consumers
Tertiary Consumers
Secondary Consumer
Secondary/tertiary Consumer
Secondary
Consumer
Primary
Consumer
Producer
Energy Pyramids
 Pyramids are used to represent the available energy,
amount of biomass, and populations in an ecosystem
Percentage of energy passed
 Lower trophic levels
of the food chain,
web, or pyramid have
more energy than top
levels
 Only 10% of energy
at one trophic level is
transferred to the
next level
100,000J
10J
100J
1000J
10,000J
How much energy
is at each level?
90joules
900joules
9000joules
9joules
40
A food pyramid represents the relative amount of energy in trophic
levels. Which of the following correctly shows a food pyramid?
F
H
G
J
Biomass
 Biomass is the total amount of living tissue
within a given trophic level
 Think of it as the amount of meat, plant material, etc
you eat.
 A biomass pyramid represents the amount of
potential food available for each trophic level in
an ecosystem.
1kcal
Snakes
10kcal birds
100kcal grasshoppers
1000kcal PLANTS
The diagram represents different levels of a marine food pyramid.
Between which two levels is the greatest amount of energy
transferred?
A
B
C
D
R and Q
S and R
T and S
U and T
Cycles in Ecosystems
 Decomposers break down dead organic matter
and turn into nutrients to be used again.
 Plants use nutrients during photosynthesis, and
produce food for the food chain
 Nutrients are passed between organisms and
the environment through cycles
Carbon Cycle
 Carbon is
cycled
through the
ecosystem




Photosynthesis
Respiration
Decomposition
Burning fossil
fuels
Nitrogen Cycle
 Nitrogen is needed by organisms to produce
amino acids
 Cycled in the ecosystem by decomposition and
nitrogen fixation
41
The diagram shows several phases of the nitrogen cycle. Which of
the following describes the most likely effect of removing some
plants from the area by using chemical herbicides?
A
B
C
D
The rate of erosion of rocks on the ground would be slowed.
The flow of necessary nutrients would be disrupted.
The ability of plants to complete photosynthesis would be
increased.
The infiltration of water into the ground would be halted.
Phosphorus Cycle
 Phosphorus is needed by organisms as a
component of DNA
 Phosphorus remains on land & in ocean & is
cycled through the ecosystem as plants absorb
it in the soil & moves through the food web
P passed on from plants to animals.
Decomposition
or waste.
Water Cycle
 All living things require water to survive
plants give off water vapor
Warmth from the sun causes water to turn into water vapor
Nitrogen Cycle Passport
 You are going to PRETEND you are a N atom.
 Start at ANY station. Stamp/Sticker your
“passport.”
 Pick a number card to see where you must go
next. Write your new destination on your
passport.
 Go to that NEW station and stamp/sticker your
card. Pick another card at the NEW station.
 Continue the procedure until your passport is
full.
 Answer questions & draw/write out the cycle
YOU took as a N atom.
Community Interactions
 Organisms within a species are always
interacting
 Types of biotic relationships : predation,
symbiosis, and competition
Predation
 This involves one organism capturing and eating
another for energy.
 Second order consumers (carnivores) are usually
predators.
 They can be preyed upon by “bigger” fish. (Tertiary &
Quaternary Consumers)
 First order consumers (herbivores) are almost
always prey.
Predator
 The organism that does the capturing
and eating
 Adaptations for hunting include sharp teeth,
swift speed, and camouflage for stalking
prey.
Prey
 Is eaten
 Adaptations to avoid being captured
include greater sight and hearing,
camouflage, and poison.
Predator-Prey Interactions
 Predator and prey populations change
together.
 the predator dies if it does not get food.
 prey numbers go down= predator numbers go
down.
 LESS TO EAT.
 less predators=prey goes back up
 LESS ARE BEING EATEN.
Equal population
density
Prey. pop. at highest..
Pred. pop. going up b/c
of increase of available
Food.
Pred. pop. at lowest.
Prey pop. going up.
B/C of prey decline,
pred. pop. also
responded by declining..
Prey. pop. declining b/c
of increased predation.
13
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
Symbiosis
 Close relationships between organisms of
different species.
 At least one species benefits from the
relationship.
 Sometimes the other organism is harmed (-),
helped(+), or neither (0)
 Symbiosis includes:
 Parasitism (+/-)
 Mutualism (+/+)
 Commensalism (+/0)
Parasitism (+/-)
 When one organism lives
on another and takes all or
some of its nutrients from
the host.
 Parasites include
intestinal worms, fleas,
and ticks.
 Parasites usually do not
kill the host because
they need them for food.
Mutualism (+/+)
 A relationship in which two
organisms help each other.
 Plants and bees have a
mutual relationship: Bees
eat the pollen from
flowers and flowers are
helped pollinated by
bees.
Commensalism (+/0)
 A relationship in which one
species benefits and the
other is neither helped or
harmed.
 Example: A mite attaches
to a fly for transportation.
 The fly is not harmed
or hurt.
 The mite gets a free
ride.
Competition
 Competition occurs when
members of the same
species or different
species try to use the
same limited resources
(sunlight, food, mates,
space)
 Resources are limited so
organisms are in constant
competition.
After being introduced in the 1930s, the B fire ant
(Solenopsis invicta) became established throughout
much of the southern United States. One biological way
to control fire ants might be to introduce organisms that
are —
A
B
C
D
mutualistic with fire ant queens
nurtured by fire ant workers
preyed on by fire ant drones
parasitic to fire ant larvae
Symbiosis: Parasites
 Problem: What can happen to a dog when it
becomes infested with too many fleas? Would
an over infested dog be bad for the flea?
 Hypothesis:
 Materials: Paper dog, “fleas” (beads, seeds,
etc), calculator, plastic baggie (graveyard)
 Procedure:
 Table:
 Graph:
 Conclusion questions
Symbiosis Game
 You will study the effects parasitism by fleas
have on a host dog.
 To ATTACH to a dog you must make your
bead (flea) into the cup (Dog).
 If your flea doesn’t make it into the cup he dies.
 If he does make it in he gets food (blood) from
dog.
 After a toss, your population will “reproduce”.
 Double all fleas in your cup.
 If population exceeds 60, your dog AND the
flea population die.
Biomes
 Areas on the earth with similar climate,
plants, and animals
 Land Biomes
 Aquatic Biomes
Land Biomes
 Land biomes are characterized by certain soil
and climate conditions as well as the types of
plants and animals
 Temperature and precipitation determine
climate
 Plants and animals can adapt to different
biomes
 Earth has three main climate zones : polar,
temperate, and tropical
Desert
 Rainfall is less than 50
cm/year.
 Few large mammals in
deserts because most are
not capable of storing
enough water and
withstanding the heat.
 Deserts provide little shelter
from the sun for large
animals.
 The dominant animals are
reptiles.
 Mammals are usually small,
like the kangaroo mice
Forest
 Dominated by trees and
other woody vegetation
 Tropical
 Temperate
 Taiga
 Great diversity of animals
Grassland
 Lands dominated by grasses
rather than large shrubs or trees
 Giraffes, zebras, buffaloes,
kangaroos, mice, moles,
gophers, ground squirrels,
snakes, worms, termites,
beetles, lions, wild horses, lions,
wolves, prairie dogs, jack
rabbits, deer, mice, coyotes,
foxes
Tundra
 Tundra is the coldest of all the biomes.
 It is noted for its frost-molded landscapes,
extremely low temperatures, little rain, poor
nutrients, and short growing seasons.
 Low shrubs, mosses, grasses, lemmings,
caribou, arctic hares, squirrels, arctic foxes,
wolves, polar bears, ravens, grasshoppers,
Aquatic Biomes
 Aquatic ecosystems are governed by biotic
and abiotic factors, including light, nutrient
availability, and oxygen
Freshwater
 Freshwater is has a low salt
concentration
 Plants and animals in
freshwater regions would not
be able to survive in areas with
a lot of salt (i.e., ocean).
 Algae, aquatic plants, snails,
clams, insects, crustaceans,
fishes, amphibians,
dragonflies, turtles, snakes,
and ducks.
Ponds and lakes
Streams and rivers
Wetlands
Marine
 Marine regions cover
about three-fourths
of the Earth's surface
 High salt content
 Algae and mollusks,
snails, crabs, sea
stars, fishes,
seaweed, worms,
clams, crabs, and
shorebirds (on the
surface).
Ocean