8: THE CIRCLE OF LIFE

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1 Number of Deer 5/16/2017 8: THE CIRCLE OF LIFE How can we analyze the factors that affect the stability of an ecosystem? Drill 1: 5.4 (A Day) 5.5 (B Day) Outcome: I can explain relationships between biotic and abiotic factors in a population. Global warming causes an increase in coastal water temperatures. Increased coastal water temperature causes a decrease in reproduction of krill. Which organisms most likely experience an increase in population? CW 1: The Lesson of the Kaibab The Wolf Effect CW 1: The Lesson of the Kaibab Number of Deer vs. Year Year CW 1: The Lesson of the Kaibab 1. What is carrying capacity? What was the carrying capacity of the Kaibab Plateau estimated to be in 1905? Maximum number of organisms that an area an support on a sustained basis 1905: 30,000 deer 2. Identify the biotic and abiotic factors that affected the deer population on the Kaibab Plateau. Biotic: predators, grass (food), other grazers, livestock, hunters Abiotic: harsh cold winters, nutrient availability 3. During 1906 and 1907, what two methods did the Forest Service use to protect the Kaibab deer? Ban hunting of deer, exterminate predators of the deer CW 1: The Lesson of the Kaibab 4. Were these methods successful? Use the data from your graph to support your answer. They did not help to preserve the deer population instead they caused over population, over grazing, and mass starvation 5. Why do you suppose the population of deer declined in 1925, although the elimination of predators occurred? 60,000 deer died of starvation due to unmanaged population growth (exceeded carrying capacity) 6. Why do you think the deer population size in 1900 was 4,000 when it is estimated that the plateau has a carrying capacity of 30,000? Predators kept the population small, competition for resources, hunting of deer 1

2 CW 1: The Lesson of the Kaibab 7. Based on these lessons, suggest what YOU would have done in the following years to manage deer herds. 1915: Population was close to carrying capacity monitor limiting factors such as predator populations and food sources to keep the deer population close to the carrying capacity. 1926: Severe over population Expand hunting season, relocate some deer to other parks, reintroduce the predator population CW 1: The Lesson of the Kaibab 8. It is a criticism of many population ecologists that the pattern of population increase and subsequent crash of the deer population would have occurred even if the bounty had not been placed on the predators. Do you agree or disagree with this statement. Explain your reasoning. Disagree banning the hunting of deer may cause a small population increase, but it wasn t until the predators were removed that major population growth occurred. Also, predator and deer populations were present long before humans sustainably hunted them in this region. CW 2: NOTES: Biotic and Abiotic Factors Biotic + Abiotic = Environment Biotic Factor: Biological influences on organisms; Any living part of the environment. Ex: bull frog, algae, insects, plants Abiotic Factor: Physical components of an ecosystem; Any nonliving part of the environment. Ex: Water, sunlight, heat, soil type CW 2: NOTES: Biotic and Abiotic Factors Soil is not just dirt! Biotic Plant root prevent erosion Worms aerate the soil Bacteria nitrogen fixation Moles break down detritus Abiotic ph of soil Water level Availability of minerals and nutrients CW 3: NOTES: Symbiosis Types of Community Interactions: Predation: Predators affect size of prey populations, determine the places where prey can live/ feed. Herbivory: Herbivores affect size plant populations, determine the places plants can survive/ grow. Keystone Species: Changes in population of keystone species causes dramatic changes in the structure of the community. Example: Sea otter were nearly eliminated by hunting. Unexplainably, the kelp forest began to disappear. Without sea otters to eat them, the sea urchin population sky rocketed. In turn, they ate up all the kelp. CW 3: NOTES: Symbiosis Types of Community Interactions (Cont.) Symbiosis: a relationship in which two species live closely together May benefit, harm, or not affect the organisms involved Scientists classify symbiosis into three types: Mutualism Parasitism Commensalism 2

3 CW 3: NOTES: Symbiosis Mutualism: Both organisms benefit (+, +) Clownfish: chase away any anemone eating species Anemone: provides protection Protect this house!!!!! CW 3: NOTES: Symbiosis Parasitism: One organism benefits at the expense of another (+, -) Leeches: feed on blood of the host; weaken; but do not kill host In predation, one organism outright kills another CW 3: NOTES: Symbiosis Commensalism: One organism benefits, while the other is neither helped not harmed. (+, 0) Barnacles grow on a whale. They from the constant movement of water as the whale swims, which is full of food particles. They preform no service for the whale, nor do they harm it. Summary 1: 5.4 (A Day) 5.5 (B Day) Outcome: I can explain relationships between biotic and abiotic factors in a population. HW 1: Section 4.3 Assessment Drill 2: 5.8 (A Day) 5.9 (B Day) Outcome: I can describe how ecosystems change after a disturbance. I can explain how matter is cycled through the environment. Holes in the Earth s ozone layer allow more UV light to reach the ocean. An increase in UV light kills marine algae. How will the ocean food web be affected by a large decrease in marine algae? A. There will be fewer marine animals because there will be fewer producers. B. There will be no change because the algae are very small. C. There will be more consumers because the UV light kills producers. D. There will be fewer consumers because the UV light kills decomposers. 2 Consumers (Carnivores) 1 Consumers (Herbivores) Producers (Usually plants) HW 1: Section 4.3 Assessment 1a. Pioneer species fix atmospheric nitrogen into useful forms for other organisms, break down rock, and add organic material to form soil 1b. Communities change over time because of natural or human disturbances and because organisms alter their environment and pave the way for other species. For example, when trees grow in an area, they provide shade and cooler temperatures near the ground, allowing shade loving organisms to move in. 1c. Yes: the whale carcass changes over time as each new species creates new niches for other species. 2a. Climax community: end result of ecological succession 2b. A community might not change back to its original state due to repeated disturbances, dramatic changes in the microclimate and soil that prevent regrowth of the original climax community, or chance events that determine which species colonize an area. 3. You would expect to see increasing numbers and greater diversity of vegetation species and the appearance of slower growing vegetation, such as trees. This is primary succession because the dune starts out without soil or plants. 4. Lichens create soil from rocks. These conditions allow a new niche trees grow in the soil and provide shade this creates another new niche, that another organism can now move into and use. 3

4 Go to: Complete CW 4 in assigned groups 4A 1. Caroline K., Molly 2. Katie, Karen 3. Bailey, Tyjay 4. Daniel, Dustin 5. Christian, Kyle S. 6. Lyndsey, Aisha 7. Brennan, Joab, Frannie 8. Jenna, Jocelyn, Kyle C 9. Noah, Eddie, Andrew 10. Maddie, TaMaya 11. Faydra, Rebekah 12. Caroline D., Valeria 1B 1. Sophia S., Jessica 2. Bethan, Isabel 3. Shaun, Chris, Jackson 4. Camryn, Amanda 5. Sophia D., Rowan 6. Joseph, Spencer 7. Anya, Debbie 8. Jason, Madison 9. Megan, Jamison 10. Ian, Molly 11. Jillian, Alexa 12. Ben, Kevin 4B 1. Jackson, Madeline 2. Cayla, Liz, Sara 3. Zachary, Brendan 4. Paige, Ethan 5. Sean, Mason 6. Aidan, Andrew, Asa 7. Sam, Jacob 8. Mollie, Alyssa 9. Cora, Heidi, Kara 10. Dominic, Jayden 11. Max, Aaron 12. Bryce, Faith 1. What is succession? A change in the structure and make up of the living parts of a community over time. 2. What is a community? Made of up populations of organisms that interact with each other. 3. Complete the flow chart below. Original Community Catalyst: (Wind, Fire, Lightning, Drought, Rain) Over Time Climax Community (Stable) 4. Make a flow map showing the primary succession on the island, from formation to large trees being dominant. 6. Make a flow map showing the secondary succession, from the fire to large trees being dominant. Mosses and Lichens Formation of Soil Grasses invade Shrubs, Weeds, Larger Plants Trees gradually become dominant 5. Explain how temperature and rainfall affect the time needed to reach the climax community. High temperature and rainfall cause faster succession than low temperature and rainfall. Mosses, Lichens, and Microorganisms Grasses begin to grow Weeds and larger plants start to invade Shrubs Trees gradually become dominant 4

5 7. Label the part of the island with the correct type of vegetation where it is most concentrated. 8. Label the correct type of vegetation to the correct time slot in the timeline below. 1. How is primary and secondary succession different? Secondary succession begins with soil; primary succession begins with bare rock. 2. How is primary and secondary succession the same? Both involve species moving in over time, with each new species changing and preparing the environment for the next incoming species. Both end with a climax community. 3. What is the first group of organisms to colonize an area called? Why are they important? Pioneer species they prepare the environment for the next species to move in 4. What species is able to live on bare rock? Why is this species important? Lichens and mosses they break down the rock to make soil 5. Why does primary succession take longer than secondary succession? Soil needs to be created from rocks first this takes a lot of time. 6. List some events that would start primary succession. Volcano eruption, formation of a new island 7. List some events that would start secondary succession. Fire, flood that recedes away Primary Succession Begins with bare rock. Pioneer species move in: Mosses, lichens, and grasses. Deposit organic matter (soil) and break down rock. Larger trees grow; produces climax community. 5

6 Secondary Succession Begins with soil; previous community destroyed by flood, fire, etc. Remaining plants grow; seeds sprout Larger trees grow; produces the original climax community. Each group member will read Section 3.4 in the text. Assign a section to each group member. Answer each question in your assigned section using the textbook. We are looking for complete understanding of the question so we can connect the information together. Share answers with your group members. 4A 1. Katie, Karen, Noah, Eddie, Andrew 2. Bailey, Tyjay, Lyndsey, Aisha, Caroline K., Molly 3. Jenna, Jocelyn, Kyle C., Daniel, Dustin 4. Christian, Kyle S., Brennan, Joab, Frannie 5. Maddie, TaMaya, Faydra, Rebekah, Caroline D., Valeria 1B 1. Sophia S., Bethan, Isabel, Chris, Kevin, Jackson 2. Camryn, Sophia D., Rowan, Joseph, Spencer 3. Anya, Debbie, Jason, Madison, Megan 4. Jamison, Jillian, Alexa, Ben, Amanda, Jessica 5. Molly, Ian, Shaun, 4B 1. Jackson, Madeline, Cayla, Liz, Sara, Andrew 2. Paige, Ethan, Sam, Jacob, Asa 3. Sean, Mason, Dominic, Jayden, Cora 4. Mollie, Alyssa, Max, Aaron, Brendan 5. Heidi, Kara, Bryce, Faith, Zachary, Aidan Summary 2: 5.8 (A Day) 5.9 (B Day) Outcome: I can describe how ecosystems change after a disturbance. I can explain how matter is cycled through the environment. HW 2: Section 3.3 Assessment (Food Webs) Complete your assigned questions from CW 5 Work on the HSA review: checked on 5/18 (A Day) and 5/19 (B Day) Drill 3: 5.10 (A Day) 5.11 (B Day) Outcome: Explain how matter is recycled through an ecosystem by completing the matter cycles jigsaw. Identify the role of each organism in the food web Make a pyramid to show the relationship among the organisms in the food web Vulture: scavenger (place at lowest feeding level) 2 Consumers (Lion, Vulture) 1 Consumers (Zebra, Gazelle) Producers (Grasses) 6

7 HW 2: Section 3.3 Assessment 1a. Energy is not recycled. Energy enters an ecosystem and flows through a food chain, but it is not reused it is lost as heat. 1b. A decrease in the population of crayfish would likely result in less food available to raccoons, pig frogs, and anhinga. These populations might decrease. Populations on which the crayfish feed, such as plants, detritus, and grass shrimp, may increase. 2a. Primary producers are autotrophs that make their own food using energy from the sun or from chemicals. Primary consumers feed on primary producers. Secondary consumers feed on primary consumers. Secondary Consumers Primary Consumers Primary Producers HW 2: Section 3.3 Assessment 2b. Yes they are needed to recycle matter and nutrients, so they can be used by the primary producers. Without them, nutrients would remain locked away in dead organisms. 3a. Autotrophs make sugars using light or chemical energy sources. Energy is then transferred from one organism to another by eating or being eaten. Between each trophic level, some energy is lost as heat. 3b. The sun OR chemical compounds. Share you answers with your group members. Recycling in the Biosphere 1. How is the flow of matter in an ecosystem different than the flow of energy? Matter can be recycled; energy is a one way flow and cannot be recycled. 2. What three types of processes are involved in cycles of matter? Give an example of each type of process. Biological: photosynthesis Geological: Volcanic eruptions Chemical/ Physical: Nitrogen fixation by lighting The Water Cycle 3. What is the relationship between transpiration and evaporation in the water cycle? Transpiration: release of water by trees (sucked up by roots, lost through leaves) into atmosphere Evaporation: water goes from liquid to gas, into atmosphere Both become rain. 4. What is groundwater? What is its role in the water cycle? Groundwater: rain absorbed into soil. Re-enters atmosphere by transpiration (when taken up by plants) or evaporation. Becomes rain. The Carbon Cycle 5. Why do organisms need nutrients? Build tissues and carry out life functions 6. Why is life on Earth often described as carbonbased life? Carbon is a major component in the molecules of life (carbohydrates, proteins, lipids, etc.) 7. What processes remove carbon from the atmosphere? What processes release carbon into the atmosphere? Remove: photosynthesis, deposition Release: cellular respiration, burning forests, cars 7

8 The Nitrogen Cycle 8. Why do living organisms need nitrogen? To make amino acids and nucleic acids (proteins, DNA, MRA) 9. What role(s) do bacteria play in the nitrogen cycle? Fix nitrogen from the air into a form that is useable to living organisms. The Phosphorous Cycle 10. How does the phosphorous cycle differ from the carbon, oxygen, and nitrogen cycles? Phosphorus does not enter the atmosphere in significant amounts, but is still important for life. CW 6: Food Chains and Energy Pyramids Nutrient Limitation 11. Explain how a nutrient can be a limiting factor in an ecosystem. If there is plenty of sunlight and water, the nutrients available can limit the growth of plants thus limiting the ecosystem. 12. Identify one positive effect and one negative effect of fertilizer use on soil or aquatic ecosystems. Positive: make food grow for humans Negative: run off causes algae blooms, leads to dead zones with no oxygen, kills organisms in water. CW 6: Food Chains and Energy Pyramids CW 6: Food Chains and Energy Pyramids 3 Consumer 10 2 Consumer Bobcat Magpie, Mink, Trout Consumer 1 Producer Hare, Minnow, Vole, Nuthatch, Grasshopper Seeds, Fruit, Algae, Grass, Coniferous Tree Deciduous Tree

9 CW 6: Food Chains and Energy Pyramids 1. Which trophic level had the largest number of organisms? The smallest? Largest number of organisms: primary producer Smallest number of organisms: tertiary consumer 2. Biomass is the total amount of living tissue within a given trophic level. Explain how biomass changes as you go up the energy pyramid. As the number of organisms that each can level support decreases, so does the biomass CW 6: Food Chains and Energy Pyramids 3. If each organism is equal to one energy unit, what percent of the energy was transferred from each trophic level to the next trophic level? (Show work for each calculation you should have three!) # of energy units in higher trophic level 100 = % of energy units transferred # of energy units in lower trophic level Levels Calculation % Energy Transferred Level 1 to % = % Level 2 to % = % Level 3 to % = % CW 6: Food Chains and Energy Pyramids 4. Extra energy is lost as heat. How much energy is released as heat between each trophic level? 90% if the energy between levels is lost as heat 5. One of the most important rules in ecology is called The Rule of 10%. Based on this activity, what do you think is meant by this rule? That energy transfer between trophic levels is very inefficient only 10% is transferred The biomass at each trophic level depends on those below it Summary 3: 5.10 (A Day) 5.11 (B Day) Outcome: Explain how matter is recycled through an ecosystem by completing the matter cycles jigsaw. HW 3: Section 3.3 Assessment Trophic Levels Work on the HSA review: checked on 5/18 (A Day) and 5/19 (B Day) Drill 4: 5.12 (A Day) 5.15 (B Day) Outcome: Determine the effect of pollutants in the ecosystem by completing the biomagnification investigation. An increase in the use of fossil fuels has increased the amount of sulfur compounds in Earth s atmosphere. Which of these is a direct result of the increased amount of sulfur in the atmosphere? a. an increase in acid rain b. an increase in severe storms c. an increase in global warming d. an increase in the rate of ozone depletion HW 3: Section 3.3 Assessment 1a. 2 column chart Energy Shows relative amount of energy available at each trophic level 90 % energy is lost between each level Always a pyramid Biomass Shows relative amount of living organic matter available at each trophic level Biomass is limited by amount of energy available May not be a pyramid Numbers Shows number of individual organisms at each trophic level May not be a pyramid 1b. Trophic level: each step in a food chain or web; feeding level 9

10 HW 3: Section 3.3 Assessment 2a. On average, only 10% of the energy available is transferred between levels. The rest is used for life processes or released into the environment as heat. 2c. In order to build biomass, organisms need to consume energy in the form of food. If the amount of energy is limited, so is the amount of biomass which can be built. 2b. 0.01% 0.1% 1% 10% 100% Primary Producers Autotrophs: Use sunlight/ chemicals to make own food from inorganic compounds Primary producers: autotrophs store energy in forms that make it available to other organisms Consumers Herbivores: Eat plants Cows, Deer Carnivores: Kill and eat other animals Catching prey is difficult, but meat is rich in nutrients Snakes, cats, otters Omnivores: Diet includes plants and animals Humans, bears, pigs Detrivores: Feed on detritus Mites, snails, crabs Scavengers: Eat carcasses of already dead animals May have been killed by a carnivore or died of natural causes Vultures Decomposers: Chemically break down dead material (plant and animal) into detritus Releases nutrients (that would otherwise remain locked away in dead organisms) to be used by primary producers Fungus, bacteria Food Webs Network of feeding relationships Series of steps in which organisms transfer energy by eating or being eaten Trophic Levels Each step in a food chain = trophic level Ecological pyramids show trophic levels of an ecosystem 3 types: Energy Biomass Numbers 10

11 Pyramids of Energy Show energy available at each trophic level Energy transfer is inefficient: only 10% can be stored as biomass 90% lost as heat during biological processes Pyramids of Biomass Biomass: total mass of living tissue in a trophic level Trophic level cannot contain more organisms than there is energy to support Pyramids of Numbers Shows # of organisms at each level Might not be a pyramid: 50 insects feed on 1 oak tree A 1. Caroline K., Molly, Valeria 2. Katie, Karen, Faydra, 3. Bailey, Tyjay 4. Daniel, Dustin 5. Christian, Kyle S. 6. Lyndsey, Aisha, Caroline D. 7. Brennan, Joab, Frannie 8. Jenna, Jocelyn, Kyle C 9. Noah, Eddie, Andrew 10. Maddie, TaMaya, Rebekah 1B 1. Bethan, Isabel., Jessica 2. Shaun, Chris, Jackson 3. Sophia D., Amanda 4. Rowan, Camryn, Sophia S., Ben, Molly 5. Joseph, Spencer 6. Anya, Debbie 7. Jason, Madison 8. Megan, Jamison 9. Ian, Kevin 10. Jillian, Alexa 4B 1. Jackson, Madeline 2. Cayla, Liz, Sara 3. Zachary, Brendan 4. Paige, Ethan, Same 5. Sean, Mason, Max 6. Aidan, Asa, Jacob 7. Andrew, Dominic 8. Mollie, Alyssa 9. Cora, Heidi, Kara 10. Bryce, Faith, Aaron 11. Jayden Persistent Organic Pollutants (POPs) Mercury DDT/DDE (Dichloro-diphenyl trichloroethane) PCBs (Polychlorinated biphenyls) 11

12 Mercury DDT: Used to kill mosquitoes and prevent the spread of malaria, sprayed on plants Some of the DDT washes off into lakes and rivers; some is eaten by primary consumers. The DDT changes into DDE; which is insoluble in water. The DDE concentrates in the fat tissues of animals. Problems in Birds: Reproductive failure (in birds- eggshell thinning) Immune system problems Nervous system damage Death Why are Eagles so Affected? Eagles are tertiary consumers the DDE bioaccumulates in organisms, and biomagnifies as trophic level increases. Bioaccumulation: the accumulation of a contaminant/ toxin in an organism from all sources (e.g., food, water, air). Biomagnification: the increase in concentration of toxin as it passes through trophic levels. PCBs Skin damages, rashes Ocular lesions Liver damage Lowered immune response Death Small Mouth Bass Crayfish Tank Bowl Periphyton Cups Biomagnification Pathway Bioaccumulation Pathway Day PCB units (number of beads) Periphyton Biomass units (number of candies after respiring) Total units Skittles Plankton PCBs Beads 12

13 PCB Units 5/16/2017 Day PCB units ( number of beads) Crayfish Biomass units (number of candies after Total units respiring) Day PCB units ( number of beads) Smallmouth Bass Biomass units (number of candies after respiring) Total units Biomagnification in Lake Ecosystem Day Periphyton Crayfish Bass Summary 4: 5.12 (A Day) 5.15 (B Day) Outcome: Determine the effect of pollutants in the ecosystem by completing the biomagnification investigation. HW 4: Section 4.2 Assessment Work on the HSA review: checked on 5/18 (A Day) and 5/19 (B Day) Complete CW 1 to 7 if not done LINCs words 13