Aligned with Maryland State Standards

Transcription

1 Multiple Pathways To Success Quarter 1 Learning Module Aligned with Maryland State Standards Biology Unit 1 and 2 Copyright July 31, 2014 Drafted November 10, 2015 Prince George s County Public Schools Board of Education of Prince George s County, Maryland

2 Dear Scholars, As you move through the Biology curriculum, the level of academic rigor will increase. This could potentially lead to gaps in your understanding. Therefore, this learning module has been designed to assist you in acquiring and strengthening the essential skills needed for successful completion of Biology Common Core. Your experiences with this module will also help to remediate misconceptions, confusion, and rebuild areas of weakness. Sincerely, Writers of the Multiple Pathways to Success Modules

3 Biology Quarter 1 Indicators Indicator Description The student will modify or affirm scientific ideas according to accumulated evidence The student will recognize data that are biased The student will identify appropriate methods for conducting an investigation (independent and dependent variables, proper controls, repeat trials, appropriate sample size, etc.) The student will recognize safe laboratory procedures The student will analyze the relationships between biotic diversity and abiotic factors in environments and the resulting influence on ecosystems The student will analyze the interrelationships and interdependencies among different organisms and explain how these relationships contribute to the stability of the ecosystem The student will investigate how natural and man made changes in environmental conditions will affect individual organisms and the dynamics of populations The student will illustrate how all organisms are part of and depend on two major global food webs that are

4 positively or negatively influenced by human activity and technology. Inquiry Skills and Processes PART I Review: Indicators 1.1.2, 1.1.4, and Science is both a body of knowledge and a way of knowing things. In the scientific process, human thinking is applied to discovering and explaining how the world works. Science originates when people ask questions. At one time, scientific knowledge was just a collection of opinions and unrelated ideas that attempted to explain observations. For example, the hotly debated topic was whether the Earth was flat or round. Those believing that Earth was flat pointed to the fact that some ships never returned home. They offered this observation as evidence, which supported their idea as true. They believed that these ships were destroyed when they sailed over the edge of the Earth. Those who believed that the Earth was round also had evidence. They had observed boats approaching land and noticed that the tops of the sails became visible before the hull or body of the boat. The Scientific Process Scientific investigation involves: observing, questioning, experimenting, collecting data, organizing data, finding evidence, drawing conclusions, repeating experiments several times, and having the results repeated by others. Questioning is at the heart of science. Progress in science depends on people who not only observe and wonder how the world works but also take the time to come up with questions. These are not just any questions, but those that can be tested and answered. Observation or Inference Observations are made using any of the senses. Tools such as thermometers, balances, and microscopes help us extend our senses. An example would be the grass is green. Inferences are conclusions based upon observations. An example would be, you infer that a slug that remains motionless for several hours is not alive but are you sure? An assumption is the belief that something is true. An example would be: you are doing an experiment to investigate the germination of grass seed. You might assume that 100% of the seeds will germinate, that is an assumption, because it is possible that they will not all germinate. Opinions are ideas people have that may or may not have any basis in fact; they are often biased, or influenced by an assumption that may or may not be correct.

5 Bias can come from data. You need to remember that data can sometimes be slanted, such as, an experiment funded by the manufacturer of a new exercise machine, which supports the machines ability to help people lose weight, may be suspected of being biased. Scientific View is based upon a person s view of the world. To think scientifically, you must critically analyze events, explanations, and ideas. You should use these skills, as well as ideas from other disciplines, to develop your understanding of natural events. You should be able to create visual models and mathematical formulas to represent your thinking. Inquiry Skills Scientific literacy involves applying critical thinking skills to everyday life, particularly to claims related to health, technology, and advertising. For example, imagine that you are watching a television commercial, in which, an advertiser claims its company has developed a cream that makes hair grow when applied to the scalp. What follows is a way to approach investigating the claim. Inquiry involves asking questions and locating, interpreting, and processing information from a variety of sources, consider the following questions: How many people were tested? How long to you have to use it to get results? Have any of your friends used the product? What is in the product? Does it have side effects? Does the Maryland Consumer Product Information Agency have any information about the company or product? Does the company have a web page that contains information on the product? Now ask yourself, if you are ready to use the product based on the information that you found. You might want to find answers to more questions, such as: How many people actually took part in the study? How long has the company been in business? What caused the participants to lose their hair? Did they have medical conditions? Was the cream tested scientifically with careful experimental techniques and design? Inquiry involves making judgments about the reliability of the source and relevance of information. Scientific explanations are accepted when they are consistent with experimental and observational evidence. When you are evaluating evidence and making decisions, keep the following in mind: All scientific explanation are tentative. They can Each new bit of evidence can create more

6 be changed or updated as new evidence emerges. What seems true today may be disproved tomorrow. Good scientific explanation can be used to make accurate predictions about natural phenomena. questions than it answers. This leads to an increasingly better understanding of how things work. Scientific inquiry involves the testing of proposed explanation using conventional techniques and procedures. A research plan involves finding background information, developing a hypothesis, and devising an experimental process for testing a hypothesis. Most research plans begin with a thorough library search. The search may include the Internet, library databases, scientific journals and feedback from the investigator s peers. Inquiry involves developing and presenting proposals, including formal hypotheses, to test explanations. A good hypothesis attempts to explain what has been observed in a way that can be tested. It is a tentative answer to a question. Experiments cannot prove a hypothesis; they can only either support or fail to support the hypothesis. An example would be: I think that if hormone A is applied to plant leaves, then the plant will grow faster. Designing an Experiment Once the background work has been done and the hypothesis developed, the actual experiment must be designed. An experiment is a series of tests that are done to support or refute (disprove) a hypothesis. What you will measure is called the dependent variable or responding variable. If you want to investigate how plants will grow, you will need to measure how large the plant is in the beginning and at regular intervals until the experiment is concluded. You will need to decide how you will make measurements, what units you will use, and what part of the plant you will measure. Factors that might influence the dependent variable is the independent variable or manipulated variable. These are variables that the investigator manipulates. They are sometimes called the manipulated variable. The manipulation of the independent variables is the treatment. QUICK TIP: USE THIS ACRONYM TO HELP REMEMBER YOUR VARIABLES DRY MIX D DEPENDENT VARIABLE R RESPONDING VARIABLE Y Y AXIS M MANIPULATED VARIABLE I INDEPENDENT VARIABLE X X AXIS A controlled experiment is one in which the possible variables have been carefully considered and regulated so the results are due only to the independent variable you are testing. It consists of one or more experimental groups and a control group. The control group is used as a basis of comparison. It allows you to compare the experimental group results with the control group results to determine whether the treatment made a difference. Each experimental group is treated differently from the control group in only one way. For example, if you were placing a chemical to a plant, the control group would not have the chemical put on it.

7 Selecting, acquiring, or the building of apparatus; considering safety precautions and planning how to avoid bias are important factors in this stage of the research plan s development. For example, large sample sizes and multiple trials are more likely to produce valid results. Experimental Design Guide Question What is your hypothesis? What is your dependent variable? What is your independent variable? Explanation The hypothesis should suggest a possible answer to the question you are investigating What should change and what is it that you will measure in the experiment? Make a data table to record the data that is collected What factors will you manipulate to test your hypothesis? How will you record their effect on the dependent variable? Will there be several groups with more than one treatment, such as several ph values, colors of light, or temperature? How will you control the experiment? What steps will you take to conduct this experiment? Are you only changing one factor at a time to see its effect? Make a list of procedure and materials needed to conduct the experiment Organizing and Using Data In science, data generally refers to the results of trials, or tests, completed during experiments. Scientific inquiry involves the ability to use various methods of recording, representing, and organizing data. Data Tables A data table is an important initial stage in making sense of the information you collect while doing an experiment. The table below will be helpful when you create your data table. Data Table Checklist

8 The table has a title that relates the independent variable to the dependent variable. For example The Effect of Fertilizer Concentration (the independent variable) on Plant Growth (the dependent variable) Column heading include the dependent and independent variables. They may also include trial or set up number or other information. Column headings need to indicate units of measure. The independent variable is typically recorded in increasing order. The dependent variable is recorded to correspond with the independent variable Graphs Frequently, the next step is to construct a graph that allows you to see trends or patterns in your data. There are three basic types of graphs: Line, Bar, and Circle. Line Graph Bar Graph Circle Graph Graphing Rules: 1. The dependent variable is plotted on the vertical, or y axis. 2. The independent variable is plotted on the horizontal, or x axis 3. The spacing between the numbers on both axes must be in equal increments. QUICK TIP: USE THE FOLLOWING ACRONYM TO HELP WITH CREATING THE APPROPRIATE GRAPH. T.A.I.L.S. T TITLE A AXIS I INTERVAL L LABEL AXIS S SCALE Analyzing Results

9 A careful examination of the experimental results involves the ability to look at relationships between the hypothesis and the actual result. After carefully considering how well the hypothesis and the actual results correspond, a conclusion can be made. A scientist needs to determine whether the hypothesis has been supported. Scientists often use statistical analysis to determine the likelihood that their results were produced by chance. A model can be used to explain the results of an experiment. For example, a model explains how DNA carries genetic code and how traits are passed from one generation to the next. One assumption of science is that other individuals could arrive at the same explanation if they had access to similar evidence. Research must be shared in a clear manner so that other scientists can repeat the investigation and get the same results. A peer review, in which several scientists examine the details of an experiment, is an important part of the scientific process. All scientific explanations are subject to change as more is learned. Scientific claims should be questioned if: the data are based on samples that are very small, biased, or inadequately controlled, the conclusions are based on faulty, incomplete, or misleading use of numbers, facts and opinions are intermingled, adequate evidence is not cited, conclusions do not follow logically from the evidence given. Development of Theories In science, a theory is a well tested explanation that unifies a wide range of observations. A theory enables researchers to make accurate predictions when new situations arise. People often use the word theory in a very different manner from the way that scientists do. They use it to imply that an idea is not supported by evidence. In science a theory must be supported by evidence. PART I QUESTIONS Please answer the following questions using the above information to guide you to the correct answers. Record all answers on the answer sheet. Please identify the independent and dependent variables in the following descriptions of experiments: 1) Students watched a cartoon either alone or with others and then rated how funny they found the cartoon to be. Independent Variable: Dependent Variable: 2) A comprehension test was given to students after they had studied textbook material either in silence or with the television turned on.

10 Independent Variable: Dependent Variable: 3) Some elementary school teachers were told that a child s parents were college graduates, and other teachers were told that the child s parents had not finished high school; they then rated the child s academic potential. Independent Variable: Dependent Variable: 4) Workers at a company were assigned to one of two conditions: One group completed a stress management training program; another group of workers did not participate in the training. The number of sick days taken by these workers was examined for the two subsequent months. Independent Variable: Dependent Variable: 5) Students at a University were split into two groups and each received a different text for a philosophy course. Once group received a traditional textbook, while the other received an interactive textbook on a tablet computer. After the course, the final exam marks between the two groups of students was compared. Independent Variable: Dependent Variable: 6) Students will conduct a laboratory experiment using the following materials: a Bunsen burner, a beaker of water, glass tubing, four test tubes containing different chemicals, and rubber stoppers. Which of these steps is most critical for students to follow when using these materials in the lab? A wearing eye protection at all times B writing the lab procedure in a notebook C washing hands before starting the experiment D placing a stopper on all test tubes before heating them 7) A scientist is performing an investigation funded by a company. Which of these would be least likely to produce biased data? F making the results please the company paying for the research G being open minded and honest throughout the research project H using only the data that supports the hypothesis J using personal opinions to decide the results of the research

11 8) Scientists are developing a microscopic submarine to deliver medicine to sites within the body. A biomotor that uses bacteria would move the submarine.the scientists are experimenting with several species of bacteria to find which one works best in the biomotor. Which of these is the dependent variable in the scientists experiment? A the species of bacteria B the movement of the submarine C the size of the submarine D the sites within the body 9) Directions: Fill in the blanks with the correct important part of an experiment. A. A(n) variable is the part of the experiment the scientist changes on purpose. It is the cause. i. B. A(n) group is the set up where the scientists changes something / adds the experimental treatment. i. C. A(n) variable is the part of the experiment that the scientist measures. It is the effect that depends on the independent variable. i. D. are the things in an experiment that stay the same in all groups or set ups in order to make sure the experiment is a fair test. i. E. A(n) group is a group that does not receive the experimental treatment. It is used for comparison, and represents the normal situation. 10) Directions : Write the following steps of the scientific method in order. Draw conclusions Perform a controlled experiment Gather background information Make a hypothesis State a problem Analyze data A. B. C. D. E.

12 F. 11. A student formulated a hypothesis that cotton will grow larger bolls (pods) if magnesium is added to the soil. The student has two experimental fields of cotton, one with magnesium and one without. Which data should be collected to support this hypothesis? (a) height of the cotton plants in both fields (b) diameter of the cotton bolls in both fields (c) length of the growing season in both fields (d) color of the cotton bolls in both fields 12. The current knowledge concerning cells is the result of the investigations and observations of many scientists. The work of these scientists forms a well accepted body of knowledge about cells. This body of knowledge is an example of a: (a) hypothesis (b) controlled experiment (c) theory (d) research plan 13. Directions: Match the following scientific method vocabulary on the right (#1 7) with the correct definition on the left (A G). Write the number next to its corresponding (matching) letter: A. B. C. D. E. F. G. A. The effect the scientist measures in an experiment 1. Independent variable B. An educated guess 2. Hypothesis C. The process scientists use to solve problems 3. Dependent Variable D. An explanation supported by lots of evidence 4. Constants (control variables) E. Things that stay the same throughout an experiment 5. Controlled experiment

13 F. A fair test of a scientific question 6. Theory G. what the scientists manipulates (changes) on purpose in an experiment 7. Scientific Method 14. Qualitative observations use your senses to observe the results. (Sight, smell, touch, taste and hear.) Quantitative observations are made with instruments such as rulers, balances, graduated cylinders, beakers, and thermometers. These results are measurable. Read the following examples and then decide if the example is qualitative (1) or quantitative (2). A. It is light green in color. (1 or 2) B. It taste sour. (1 or 2) C. One leaf is 9 cm long. (1or2) D. It makes a loud pop sound. (1 or 2) E. The mass of the computer is 1 1/2 kg. (1 or 2) F. It smells sweet. (1 or 2) G. The temperature of the room increases by 8 degrees C. (1 or 2) H. It gets darker over a period of time. (1 or 2) I. The flower clusters in 3 blooms. (1 or 2) J. Feels very rough. (1 or 2) K. The plant is short. (1 or 2) L. Leaves are stiff. (1 or 2) M. The veins are 3 mm wide. (1 or 2)

14 PART II Review: Indicators 3.5.1, 3.5.2, and Ecology is the study of the interactions between living things and their environment. Environment is all of the organism s surroundings in which it has to survive, including both the abiotic (non living) and biotic (living) factors. Abiotic factors : are the non living parts of the environment Biotic factors: are the living parts of the environment Additional information: Ecosystem: is a large area where organisms live and is characterized by both its physical (abiotic) and living (biotic) factors. Within the ecosystem the numbers of organisms of the same species are called a population. The number of different populations that live together in this area are called a community. The specific place in the ecosystem where an organism lives is its habitat. The varieties (different kinds) of organisms in the ecosystem are referred to as its biodiversity. STRUCTURE OF AN ECOSYSTEM ORGANISM SPECIES POPULATION COMMUNITY ECOSYSTEM ENVIRONMENT Relationships within an Ecosystem All organisms that live within an ecosystem have a specific job or niche. Relationships can be shown in multiple ways. Energy Pyramids: show how energy is passed through an environment. All energy beings with the sun and the energy provided by the sun is captured by the plants or producers. An energy level an organism occupies is called a trophic level and is illustrated by an energy pyramid. The total number of organisms in an energy pyramid is called the biomass.

15 Producers/Autotrophs: plants are getting energy directly from the sun which they use to produce glucose and therefore these producers have the most energy. Producers make up the base of the energy pyramid. Consumers/Heterotrophs consume food as opposed to making food and are grouped by where they are on the pyramid (who eats what): Primary consumers are on the second level and eat plants and therefore are called herbivores Secondary consumers are the next level above primary consumer (meaning that they eat the primary consumer and can be either carnivores (meat eaters) or omnivores (eat both plants and animals) Tertiary consumers are the third level of consumers and the fourth total level on the pyramid. They may be either carnivores or omnivores. Energy levels can continue if more organisms above this level eat the organism on this level and so on. Decomposers are bacteria and fungi that can t make food or eat food so they live off dead organisms to get energy. They benefit the environment because it makes dead things rot and puts nitrogen and other minerals back into the soil. Scavengers feed off dead organisms and therefore help to break down and recycle both organic and inorganic materials. Energy the further along the pyramid you go, the less food (and hence energy) remains available. As a rule, only 10% of the energy is pass from each level to the next because the other 90% is used by the organism for life processes. ENERGY FLOW IN AN ECOSYSTEM SUN PRODUCER PRIMARY CONSUMER SECONDARY CONSUMER TERTIARY CONSUMER GROUPS OF ORGANISMS CONSUMER ENERGY SOURCE EXAMPLE Herbivore Eat plants Deer Carnivore Eat other animals Lion Omnivore Eat plants and animals Human Decomposer Break down dead organis Bacteria & Fungi Food Chains and Food Webs: are other ways of diagramming the energy pyramid by showing who eats whom. It shows the path of energy from organism to organism. Food webs can exist on land ( terrestrial ) or in the water ( aquatic ) as long as there are producers to begin the energy flow. For additional information:

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17 Relationships among Organisms: organisms within an ecosystem relate or interact with each other in getting food and in survival in general. Competition among organism for food and shelter lead to a number of relationships. 1. Niche is the role or job of the organism in its environment what it has to do to stay alive 2. Competition the fight between organisms in an ecosystem for food and/or shelter 3. Predator/prey one organism hunts and eats another organism 4. Scavengers organisms that feed off dead organisms 5. Symbiosis a long term relationship between two organisms that live close together. At least one organism must benefit in the relationship. The forms of symbiosis are listed below: a. Mutualism both organisms benefit from the relationship b. Commensalism one organism benefits but does NOT harm the other one c. Parasitism one organism benefits and the other is harmed Relationship Organism #1 Organism #2 Mutualism Commensalism Parasitism Watch the following video for more information: Nutrient Cycles Nutrient cycles involve the cycling of atoms between living and non living things. There are three major cycles: water cycle, carbon cycle and nitrogen cycle.

18 1. Water Cycle: a. Transpiration evaporation of water from plant leaves b. Evaporation evaporation of water from surface water (lakes, rivers, oceans) c. Condensation water forming clouds d. Precipitation water returning to the ground via rain/snow/sleet/hail

19 2. Carbon Cycle: Carbon is constantly on the move. a. Carbon moves from atmosphere to plants b. Carbon moves from plants to animals c. Carbon moves from plants and animals to the ground d. Carbon moves from living things to the atmosphere e. Carbon moves from fossil fuels to the atmosphere when fuels are burned f. Carbon moves from the atmosphere to the oceans

20 3. Nitrogen Cycle: Most of the nitrogen on Earth is in the atmosphere. All plants and animals need nitrogen to make amino acids, proteins and DNA, but the nitrogen in the atmosphere is not the form that they can use. For nitrogen in the atmosphere to become usable they are broken apart during lightning strikes, fixed by certain types of bacteria, or by bacteria associated with bean plants. a. Most plants get the nitrogen they need to grow from the soils or water in which they live. Animals get the nitrogen they need by eating plants or other animals that contain nitrogen. When organisms die, their bodies decompose bringing the nitrogen into soil on land or into ocean water. Bacteria alter the nitrogen into a form that plants are able to use. PART II QUESTIONS Please answer the following questions using the above information to guide you to the correct answers. Record all answers on the answer sheet. 1. The scientists discovered a species of fish that eats other fish and decaying matter. Which of these does not describe the newly discovered fish? A consumer B predator C scavenger D producer

21 2. The deep sea ecosystem is a stable ecosystem. Which of these is a characteristic of most stable ecosystems? F They contain a wide variety of organisms. G They contain very few organisms. H Organic nutrients are in short supply. J Sunlight is not used to make food. 3. Which of these is an abiotic factor that influences this ecosystem? F food G bacteria H water temperature J giant tubeworms 4. Hydrothermal vent communities are often destroyed by lava erupting from the ocean floor. After the lava has cooled, different organisms begin to inhabit the area. Over a period of a few years, organisms inhabit the area in the following order: sulfur bacteria crabs giant tubeworms clams and mussels Which of these best identifies this sequence of events? F evolution G mutation H succession J translation 5. The bacteria that live in the bodies of the giant tubeworms and the giant white clams are classified as: A eukaryotes B prokaryotes C plants D fungi 6. Nitrogen compounds are a part of all organisms. What happens to the nitrogen in an organism after it dies? A It is destroyed by decomposition. B It is recycled and used by other organisms. C It remains trapped in the organism s tissues.

22 D It is all used up by the time the organism dies. SHORTAGE OF HONEYBEES Use the technical passage below to answer question number 7. Honeybees are very important to agriculture. They produce honey and they pollinate many plants, making seed and fruit development possible. In recent years, severe weather and attacks by newly introduced insects have seriously affected both wild and domestic honeybee populations. Two species of mites entered North America around These mites weaken and kill honey bees by consuming their bodily fluids, blocking their respiratory passages, and spreading germs. European and South American honeybees developed an immunity to the effects of these mites. However, North American honeybees did not develop this immunity. By 1995, infestation with mites reached epidemic levels. In addition, the harsh winter of 1995 to 1996 killed honeybee colonies in many states. Scientists have observed a significant decline in both wild and domestic honeybee populations. This loss affects beekeepers and farmers. Fifteen percent of all agricultural crops require bee pollination. Farmers have had to look for other species to pollinate their crops. Honeybees are not the only pollinators that have decreased in numbers. Many other insect and vertebrate pollinators throughout the world have been killed by the overuse of pesticides and habitat destruction. Many wild plants, including a number of endangered species, depend entirely on one animal species for pollination. The solutions to this pollination crisis are complex. It is clear that efforts to save threatened pollinators cannot be separate from efforts to preserve threatened plants and habitats. 7. According to the passage, which of these is most responsible for the decline of honeybee populations? F an increase in pollution G the use of bees to harvest honey H the introduction of foreign species J the use of bees to pollinate crops 8. Aphids are insects that feed on fluids from the stems of plants. After the aphids ingest the plant fluids, they excrete a liquid called honeydew. Ladybugs eat aphids, which are a source of protein for the ladybugs. Which of these terms best describes the relationship between the ladybugs and the aphids? A. mutualism B. parasite host C. predator prey

23 D. commensalism 9. The global water cycle consists of water circulating among the land, the atmosphere, the oceans, and organisms. Trees get most of their water directly from: F lakes G air H streams J soil 10. Reef building coral are marine animals with single celled algae living in their tissues. The coral provide protection for the algae and the algae provides food for the coral. Which of these statements best explains what would happen to the coral if the algae die? F The coral would grow well because it does not have a competitor. G The coral would die because it needs the food produced by the algae. H The coral would grow well because it does not have a parasite. J The coral would die because it cannot produce food for the algae. 11. Striped fish are affected by biotic and abiotic factors in their environment. Which of these factors is biotic? F water temperature G mineral nutrients H freshwater algae J inorganic sediment 12. If transpiration stopped completely, how would a plant s homeostasis first be affected? A. Water molecules would not be released from leaves. B. Carbohydrates would no longer be formed. C. More carbon dioxide molecules would be taken in by leaves. D. Fewer sugars stored in roots and stems would diffuse into the soil. 13. Scientists estimate that 200 non native organisms have been introduced into Chesapeake Bay. Which of these statements is not true about non native organisms? F They often form mutualistic relationships with native organisms. G They can deplete the food sources of native organisms.

24 H They are often aggressive at acquiring and maintaining territory. J They can prey on native organisms causing them to go extinct. 14. Read the following scenarios and decide which type of interaction is occurring between the organisms. Write the word in the space provided. Types of Interaction: Mutualism Parasitism Commensalism Predation Competition Ex : The small trees have died more frequently because the big trees block all of the sunlight and have bigger roots to get the water and nutrients. Competition A. Lice feed off of horses, which causes the horse to develop more slowly and have poor nutrition. B. Cheetahs and lions both eat similar prey. C. Spanish moss stays alive on the oak tree because it s higher up and cannot be eaten, while the oak tree is not affected. D. Ticks feed off of deer, while the deer can get lyme disease. E. Birds pick ticks off of the rhino, while the rhino provides ticks for the birds. F. Flowers provide nectar for bees, while the bees provide transportation for the reproductive seeds of the flower. G. Cowbirds follow the bison to eat the insects kicked up by the herd, while bison is not affected. H. An archerfish sprays a jet of water to knock an insect off of a low lying branch. 15. All biotic and abiotic factors are interrelated. In nature you will find that if one factor is changed or removed, it impacts the availability of other resources within the system. In the open space place either an (A) for abiotic or (B) for biotic to identify the bolded object.

25 All of the rocks a. ( ) are removed from a desert ecosystem, what would happen to the population of rock dwelling lizards b.( ) and in turn the animals which eat them? A ten mile area of trees c. ( ) is removed from the tropical rainforest. How will this affect the amount of water d. ( ) and the amount of oxygen e. ( ) in the area? 16) Which of these shows how energy is usually transferred in a food chain? A. herbivore > producer > carnivore B. producer > carnivore > herbivore C. carnivore > herbivore > producer D. producer > herbivore > carnivore 17) Which of these is an abiotic factor that affects the organisms in an estuary ecosystem? A) the amount of bacteria in the water B) the number of copepods C) the amount of salt in the water D) the number of scavengers 18) Lichens that colonize bare rocks are an example of a pioneer species. In which environment would a pioneer species be most successful? A. an old growth deciduous forest B. a hillside that has been cleared by a forest fire C. a mountain meadow after the spring snowmelt D. a grassland that has established itself on the site of an old farm 19) Which of these is an example of mutualism? A) a dragonfly eating beetles B) algae and fungi providing food and shelter for each other C) a wasp laying its eggs inside a caterpillar D) a woodpecker drilling for insects in the bark of a tree

26 Reading Passage: Use the information below to answer the questions that follow. WHY ARE SEA OTTER POPULATIONS DECLINING?: ALEUTIAN ISLANDS The number of sea otters living along Alaska s Aleutian Islands has fallen to 10% of what is was a decade ago. The investigation into what is happening to this population is revealing a great deal of information about the complex nature of food webs. It is also showing how fragile the links in a food web can be. The immediate cause of the sea otters decline seems to be predation by killer whales, which are turning to sea otters as a food source. James Estes, a University of California marine ecologist, first witnessed a killer whale eating a sea otter in Since then, a dozen such attacks have been reported. Estes suspected that these attacks were ultimately caused by disruption of the marine food web. Many fish populations have declined dramatically, and species that marine mammals feed upon have been hit especially hard. The cause of this decline is not entirely understood, but it is thought to be due to a combination of overfishing, warming ocean temperatures, and other factors. Killer whales normally eat sea lions and harbor seals; but with local fish populations so low, these seal populations have rapidly declined. This has caused killer whales to resort to a new food source, the smaller and less nutritious sea otter. This decline in sea otter population has disrupted much of the coastal ecosystem along the Aleutian Islands. Sea otters prey upon sea urchins, which, in turn, feed upon kelp, a type of large seaweed that is abundant in many coastal ecosystems. Kelp beds provide protection for many species of fish and other small animals, and are an important basis of the coastal food web. In Estes view, these changes are an ecological chain reaction, with events that occur far out at sea causing massive changes to the coastal ecosystem. 20) Which of these statements best summarizes James Estes hypothesis about the decline of the sea otter populations? a. the killer whales are eating more seals and sea lions b. kelp beds are an important basis of the coastal food web c. the sea otter population has fallen to 10% of what it was a decade ago d. killer whale attacks on sea otters are caused by a disruption of marine food webs 21) Which of these follow up studies would best evaluate James Estes hypothesis about the decline of sea otter populations? a. contrast the nutritional content of seal meat and sea otter meat b. count the total population of sea urchins living off the Aleutian Islands c. survey the number of attacks by killer whales in the Aleutian islands over the next ten years d. survey the number of attacks on sea otters by killer whales in an area where both sea

27 otters and seals are abundant Use the ocean food web below to answer question Number 22 and 23: 22) Which of these organisms is not an omnivore? A. herring B. shrimp C. blue whale D. killer whale 23) Improvements in fishing techniques have led to an increase in the amount of herring harvested in recent decades. What would be a direct effect of increased harvests of herring? a. The blue whale population would decrease. b. The herring gull population would increase. c. The killer whale population would increase. d. The shrimp population would increase.

28 Maryland College and Career Ready Standards (MDCCRS) CCSS.ELA LITERACY.RST Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined the text. CCSS.ELA LITERACY.RST Analyze the structure of the relationships among concepts in a text, including relationships amo key terms (e.g., force, friction, reaction force, energy ). CCSS.ELA LITERACY.RST Translate quantitative or technical information expressed in words in a text into visual form (e.g table or chart) and translate information expressed visually or mathematically (e.g., in an equat into words. CCSS.ELA LITERACY.RST Determine the meaning of symbols, key terms, and other domain specific words and phrases a they are used in a specific scientific or technical context relevant to grades 9 10 texts and topic Next Generation Science Standards: HS ETS1 Engineering Design HS LS2 Ecosystems: Interactions, Energy and Dynamics HS LS3 Heredity: Inheritance and Variation of Traits HS LS2 1. HS LS2 2. HS LS2 6. Use mathematical and/or computational representations to support explanatio factors that affect carrying capacity of ecosystems at different scales. Use mathematical representations to support and revise explanations based o evidence about factors affecting biodiversity and populations in ecosystems o different scales. Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in conditions, but changing conditions may result in a new ecosystem.

29 HS LS2 7. HS LS2 8. HS LS4 6. Design, evaluate, and refine a solution for reducing the impacts of human act on the environment and biodiversity.* Evaluate the evidence for the role of group behavior on individual and species chances to survive and reproduce. Create or revise a simulation to test a solution to mitigate adverse impacts of activity on biodiversity. Scoring Rubric / Success Criteria Conceptual Understanding Total Points Part I: Indicator 1.1.2, 1.1.4, and One point for each part of each problem Part II: Indicator 3.5.1, 3.5.2, 3.5.3, and One point for each part of each problem Total /80

30 H.S.A. Biology Quarter 1 Learning Module Answer Sheet Part I: Indicators 1.1.2, 1.1.4, and ) Independent Variable: Dependent Variable: 2) Independent Variable: Dependent Variable: 3) Independent Variable: Dependent Variable: 4) Independent Variable: Dependent Variable: 5) Independent Variable: Dependent Variable: 6) 7) 8) 9) a: b: c: d: e: 10) a: b: c:

31 d: e: f: 11) 12) 13) a: b: c: d: e: f: g: 14) a: b: c: d: e: f: g: h: i: j: k: l: m: PART II: INDICATORS 3.5.1, 3.5.2, AND ) 2) 3)

32 4) 5) 6) 7) 8) 9) 10) 11) 12) 13) a: b: c: d: e: f: g: h: 14) a: b: c: d: e: 15) 16) 17) 18) 19) 20) 21) 22) 23)