Name Class Date. The Biosphere

Transcription

1 CHAPTER 34 The Biosphere Online Activity Worksheet 34.1 The biosphere is the global ecosystem. Predict the role of abiotic factors in an ecosystem. OBJECTIVE: to explore some of the relationships between biotic and abiotic factors in a coral reef ecosystem Warm, clear tropical water provides spectacular views of the colorful organisms that live in a coral reef ecosystem. In this activity, you will investigate the interaction between living things, or biotic factors, and nonliving things, or abiotic factors, in the Great Barrier Reef. Roll over the photo and click on a highlighted organism. Then follow the directions. There are seven featured organisms in all. Shark: Click on the words in the text that describe the biotic factor. Then find and click the abiotic factor to identify it. Then choose another organism to investigate. Staghorn coral: Click on the words in the text that describe the biotic factor. Then find and click the abiotic factor to identify it. Find another abiotic factor. Then choose another organism to investigate. Reef coral: Click on the words in the text that describe the biotic factor. Find another biotic factor. Then find and click the abiotic factor to identify it. Then choose another organism to investigate. Pufferfish: Click on the words in the text that describe the biotic factor. Then find and click the abiotic factor to identify it. Then choose another organism to investigate. Parrotfish: Click on the words in the text that describe the biotic factor. Find another biotic factor. Then find and click the abiotic factor to identify it. Find another abiotic factor. Then choose another organism to investigate. Giant clam: Click on the words in the text that describe the biotic factor. Then find and click the abiotic factor to identify it. Then choose another organism to investigate. Sea cucumber: Click on the words in the text that describe the biotic factor. Then find and click the abiotic factor to identify it. Learning Log for Online Activities / Chapter

2 1. Name two biotic factors found in the coral reef ecosystem. 2. Name two abiotic factors found in the coral reef ecosystem. 3. Predict two abiotic factors found in a desert ecosystem. 284 Biology: Exploring Life

3 Online Activity Worksheet 34.2 Climate determines global patterns in the biosphere. Discover the effects of climate on Earth. PAGE 1 OBJECTIVE: to explore how the sun unevenly heats Earth s surface, causing different climates Energy from the sun warms Earth s surface unevenly. In this activity, you will examine how Earth s surface is divided into three different temperature zones based on solar energy input. You will then identify and color these different temperature zones. Click on the sun to see how the sun s rays strike Earth at different angles. Click on each of the five rays of sunlight. Observe the angle at which they strike Earth. When you are done, click next to continue. Click and drag the blue marker across the map to highlight the temperature zone between 23.5 N latitude and 23.5 S latitude that receives the greatest amount of sunlight each year. Click next to continue. 1. The sun s rays strike the topics _. (Check one answer below.) a. directly. b. at low angles. c. at high angles. d. not at all. Click next to continue. 2. Which statement best describes the climate of the tropics? (Check one answer below.) a. It is the coldest zone. b. It is the warmest zone. c. This region experiences seasonal temperature variations. d. It never rains in this region. Click next to continue. Click and drag the blue marker across the map to highlight the zones between 66.5 N and S latitude and 23.5 N and S latitude that experience seasonal temperature variations. Click next to continue. Learning Log for Online Activities / Chapter

4 1. The sun s rays strike the temperate zones _. (Check one answer below.) a. directly. b. at low angles. c. at high angles. d. not at all. Click next to continue. 2. Which statement best describes the climate of the temperate zones? (Check one answer below.) a. They are the coldest zones. b. They are the warmest zones. c. These regions experience seasonal temperature variations. d. It never rains in these regions. Click next to continue. Click and drag the blue marker across the map to highlight the zones above 66.5 N and S latitude that experience the coldest weather. Click next to continue. 1. The sun s rays strike the polar zones _. (Check one answer below.) a. directly. b. at low angles. c. at high angles. d. not at all. Click next to continue. 2. Which statement best describes the climate of the polar zones? (Check one answer below.) a. They are the coldest zones. b. They are the warmest zones. c. These regions experience seasonal temperature variations. d. There is never precipitation (rain or snow) in these regions. 1. If the sun s rays directly hit Ecuador, which is near the equator, they form a right angle with Earth s surface. The sun s rays that hit Canada spread out over a larger distance and form _ angles with Earth s surface. 2. Describe where the tropics are located. 286 Biology: Exploring Life

5 PAGE 2 OBJECTIVE: to examine two contrasting climate patterns in the same temperature zone, determine the reason for the differences, and then identify these patterns in several unknown locations Nearness to bodies of water and mountain ranges can create climatic differences on a regional scale. In some cases, there may be two communities that have very different climates even though they are located within a few kilometers of each other. In this activity, you will examine some of these local climate variations. Click on the red dots to see side-by-side views of two neighboring areas in each location. After viewing each photograph pair, click close. When you have seen all four photograph pairs, click next. Click on the green dot to see a pair of photographs that show local climate variation at each location. Using the information you already know about localized climate effects, explain the differences you see in each pair by choosing the correct effect. Jacksonville/Jacksonville Beach (Check one answer below.) Ocean effects Lake effects Elevation effects Mountain effects Sierra Nevadas/Death Valley (Check one answer below.) Ocean effects Lake effects Elevation effects Mountain effects Mount Rainier (Check one answer below.) Ocean effects Lake effects Elevation effects Mountain effects 1. What two geographical features can drastically change climate within a small area? 2. Explain why Chicago, Illinois, and Los Angeles, California, can have significantly different climates than those of nearby towns and cities. Learning Log for Online Activities / Chapter

6 3. Explain why the eastern and western slopes of the Rocky Mountains have such different climates. 4. Explain why you might need to take a jacket and hat if you hike in the Adirondack Mountains on a hot summer day in July. PAGE 3 OBJECTIVE: to identify specific microclimates and their associated organisms Naturalists, people who study nature, use a field notebook to record their observations. In this activity, you will read the journal entries of a naturalist, identify the organisms described, and define the microclimate. Roll over each image to learn some information about the organism. Match a photo on the left to its description on the right by dragging the photo into place on the onscreen notebook. Click on the words in the notebook that describe the microclimate this organism lives in. Click next to continue. Continue until you have used all the photos. 1. Describe what is meant by a microclimate. 2. How does the kangaroo rat survive the harsh desert climate? 3. Each of these organisms is found in an ecosystem with a known weather pattern. What do they all have in common in adapting to their particular situation? 288 Biology: Exploring Life

7 CHAPTER 35 Population and Community Ecology Online Activity Worksheet 35.1 A population is a local group of organisms of one species. Study population dynamics. Page 1 OBJECTIVE: to calculate population density The map shows the various biomes of the world. The baboons shown in the video live in Tanzania (in the savanna biome). Watch the video of the baboons. A population is a group of individuals of the same species living in a given area at a given time. Look at the photo and answer the question. How many baboons are shown in this area? Then check your answer. Click next when you are finished. Populations are not static, but continually change as more individuals are born into the population, die off, or migrate into it or out of it. Look at the photo, taken one year later, and answer the question. How did the population of baboons change? Then check your answer. Click next when you are finished. Population density is the number of individuals of a species per unit area or volume. Look at the photo, and answer the question. Then check your answer. If the baboons shown here are the only baboons living in this tract of land, which is 5 square kilometers, what is their population density? Now answer the following question in the space provided. 1. At any given time, every population has geographical boundaries and a population size. What do you predict the baboon population density will be if the boundaries are increased from 5 to 8 square kilometers, and three females and two juveniles immigrate (or move) into this area while the existing individuals remain constant? Learning Log for Online Activities / Chapter

8 Page 2 OBJECTIVE: to match species with their distribution patterns This activity provides examples of distribution patterns in populations. A distribution pattern shows the way individuals are spaced within the population s geographical range. The three patterns of dots represent the three distribution patterns commonly found in nature. Match each photo with the correct distribution pattern by dragging a yellow distribution pattern to the upper right corner of the photo. 1. What distribution pattern do the penguins represent? How do you know? 2. What distribution pattern do the snapper fish represent? How do you know? 3. What distribution pattern do the barnacles represent? How do you know? 4. Many forest insects and salamanders are found under logs, where the humidity is high. This enables them to resist desiccation, or completely drying out. Is this an example of random, clumped, or uniform dispersion? Page 3 OBJECTIVE: to test your understanding of distribution patterns In this activity, you will study populations that live in the temperate rainforest of southeast Alaska. This large area, which was given the title of Tongass National Forest by President Theodore Roosevelt, is home to a unique range of populations. Begin by clicking on the photo of the grizzly bear. The graphic of a 100 sq km forest shows the distribution of the bears. Answer this question: Grizzly bears exhibit distribution because they establish individual territories when feeding. Now click on the photo of the eagle. The graphic shows the distribution of the eagles. Answer this question: Eagles exhibit distribution because of the unequal distribution of food in their environment, such as the fish in this pond. 298 Biology: Exploring Life

9 Now click on the photo of the western hemlock. The graphic shows the distribution of the western hemlocks. Answer this question: Hemlocks exhibit distribution because the entire area is suitable for their growth, and the position of each individual is independent of the other individuals. Now click on the photo of the sitka spruce. The graphic shows the distribution of the sitka spruces. Answer this question: Sitka spruces exhibit distribution because the entire area is suitable for their growth, and the position of each individual is independent of the other individuals. Now click on the photo of the moose. The graphic shows the distribution of the moose. Answer this question: Moose exhibit distribution because they congregate around reliable food sources such as willow leaves, twigs and branches, and grasses, which are unequally distributed in their environment. 1. What is the population density of the American bald eagle? The moose? 2. Which one of the five populations shown is most dense? How do you know? 3. What factor besides the total number of individuals must be taken into account when determining population density? 4. Some plants show a tendency toward regular spacing as a result of shading and competition for water and minerals. Some plants secrete chemicals that inhibit the germination and growth of nearby individuals that could compete for resources. What type of distribution pattern would result in populations of plants like these? Learning Log for Online Activities / Chapter

10 Online Activity Worksheet 35.2 There are limits to population growth. Analyze population growth data. Page 1 OBJECTIVE: to calculate exponential growth of bacteria In this activity you will observe exponential growth in action. During exponential growth, a population multiplies by a constant factor at constant time intervals. A population that is experiencing exponential growth is not limited by any factors. In this bacteria example, the constant factor for the population is 2 because each parent cell splits and forms two offspring cells. Start the video by clicking on the play button. Stop the video at 20-minute intervals (by clicking the same button). Read the counter at each interval, and then record the exponential number of bacteria in the table below. Number of Bacteria Time Number of bacterial cells (min.) Exponential Calculated When you have completed your Exponential column, click check your answer. Then click next to calculate the number of cells. Using the correct exponential number from your table, calculate the number of bacteria at each 20-minute interval and record them in the table above. When you have finished the calculations, click check your answer. 300 Biology: Exploring Life

11 Page 2 OBJECTIVE: to plot the exponential growth of bacteria in a graph Plot the correct number of bacteria you have calculated for each time. Onscreen, drag the red data points, located next to each time and number of cells, to their proper places on the graph. Also plot the points on the graph below, and draw a smooth curve through the points. Bacteria Population Number of bacterial cells Time (20-min. intervals) 1. Describe the graph that you plotted and explain the results. 2. What are some possible limiting factors that might restrict bacterial growth by causing competition between individuals in nature? Learning Log for Online Activities / Chapter

12 3. How might the J-shaped curve representing bacterial growth change if a scientist added a lethal chemical to the bacteria colony? (Hint: The solution is a very fast-acting anti-bacterial agent.) 302 Biology: Exploring Life

13 Page 3 OBJECTIVE: to analyze and plot a population growth that is limited by environmental factors In this activity, you will analyze the population growth of the grizzly bear in a hypothetical, or imaginary, forest over the past 200 years. Imagine that a fire occurred in 1800, forcing most of the bear population to flee from the area. But gradually, over time, the bear population returned to live in the area again. Use the given data to plot the population growth of the bears. Plot the number of grizzly bears at each time interval in the graph. Onscreen, drag the red data points, located next to each time and number of bears, to their proper places on the graph. Also plot the points on the graph below, and draw a smooth curve through the points. Bear Population Number of bears Time (20-year intervals) Click the region of the graph where slow growth and small increases in the bear population are shown. Then click next. Click the area of the graph where the grizzly bear population growth reflects a stabilization of the population in the face of environmental limiting factors. Then click next. Click the area in the graph that shows a gradual slowing of the grizzly bear population. Then click next. Click the area of the graph that shows rapid exponential growth and large population increases. Learning Log for Online Activities / Chapter

14 1. Describe the graph that you plotted and explain the results. 2. In the graph, you can see that the bear population began to level off in the early 1900s. What might be some of the limiting factors that caused this change? 3. The bear population was forced to move from the area due to a fire. Why is fire considered a density-independent factor? 304 Biology: Exploring Life

15 Online Activity Worksheet 35.3 Biologists are trying to predict the impact of human population growth. Plot human population growth over time. OBJECTIVE: to examine human population growth and the impact of population density In this activity, you will analyze human population growth dynamics during historical and present times. Use the back and next time period arrows to learn about the human population during the history of the world. At each time interval, plot the population vs. time in the onscreen graph by dragging a red data point for each time period onto its proper place on the graph. Also plot the points on the graph below, and draw a smooth curve through the points. Human Population 6 5 Billions of people Year C.E. 1. Describe the graph that you plotted and explain the results. Learning Log for Online Activities / Chapter

16 2. Explain the unusual dip in the J-curve on the graph. 3. What factors might cause the human population to increase? Decrease? 306 Biology: Exploring Life

17 Online Activity Worksheet 35.4 Species interact in biological communities. Classify interactions of populations. OBJECTIVE: to classify types of interactions between organisms Roll over the yellow info buttons to read the definitions of animal relationships. Then drag the appropriate relationship label to the correct yellow box below the appropriate photograph. If you need help, roll over each photo, see it enlarged, and read the biologist s notes about the relationship shown. 1. Which ecological relationships described have at least one member that benefits from the relationship? 2. Which ecological relationships described have at least one member that does not benefit from the relationship? Learning Log for Online Activities / Chapter

18 Online Activity Worksheet 35.5 Disturbances are common in communities. Build a temperate rainforest community. OBJECTIVE: to build a temperate rainforest community based on succession stages The transformation of an ecosystem or community from bare rock to a primary forest is known as primary succession. Ecologists sometimes infer the process of succession by studying several locations that are at different stages of succession. The photographs, taken at different sites where glaciers are retreating, represent about 400 years of succession in the Tongass temperate rain forest. Roll over the yellow info buttons to get information about the photographs. Use the information to determine the correct order of succession. Then drag each photograph into the proper order in the succession time line. 1. What is the next stage of succession, after the glacier retreats? Do you think this is an important stage in this example of succession? Explain. 2. This activity shows an example of primary succession. Secondary succession occurs when an existing community has been cleared by some disturbance. Why does primary succession take longer than secondary succession? 3. Give two or three examples of disturbances that could cause secondary succession. 308 Biology: Exploring Life 4. A biological community develops after a volcanic island emerges from the ocean. What type of succession has occurred?

19 CHAPTER 36 Ecosystems and Conservation Biology Online Activity Worksheet 36.1 Feeding relationships determine the path of energy and chemicals in ecosystems. Build an aquatic food chain. OBJECTIVE: to study the eating habits of several organisms, arrange them in a food chain, and investigate the flow of energy in this food chain The Antarctic is a cold and isolated place, covered with ice up to 4000 meters thick, yet there is an abundance of life. In fact, the Southern Ocean surrounding Antarctica is home to large populations of organisms. In this activity, you will build and explore the transfer of chemical energy and the loss of thermal energy (heat) in an Antarctic food chain. Roll over each organism s label to reveal important information. Use this information to determine each organism s place in the food chain. Drag each photo to its correct place in the chain. When you are finished, click next. Drag the labels from the green box to the correct yellow boxes above the organisms. Roll over heat loss to reveal how thermal energy is lost to the surroundings from one trophic level to the next higher level. 1. What does the Adélie penguin eat? What is its place on the food chain? 2. Why is the sun depicted in the illustration of the food chain? What is its significance? Learning Log for Online Activities / Chapter

20 3. Predict what would happen to the organisms in the food chain if the krill population declines significantly. 4. Why are decomposers so important? 310 Biology: Exploring Life

21 Online Activity Worksheet 36.2 Energy flows through ecosystems. Graph primary productivity in ecosystems. PAGE 1 OBJECTIVE: to analyze a satellite image of the world s average primary productivity As you may know, some areas of Earth are more productive than others. Study the map showing a satellite image of how the concentration of chlorophyll, an indicator of primary productivity, varies around the globe. Roll over the colored buttons in the Productivity Color Key to highlight the ecosystems on the map and learn their average productivity. When you re ready, follow the directions in the yellow box below the key to match ecosystems with their productivity. 1. Click on the color circle that best represents the average productivity level of the Sahara Desert. 2. Click on the color circle that best represents the average productivity level of the tropical rain forest in Brazil. 3. Click on the color circle that best represents the average productivity level of the Bering Sea. 4. Click on the color circle that best represents the average productivity level of the Northeast Pacific Basin. 1. Compare the average productivity of Brazil and the Bering Sea. 2. Why would a high level of chlorophyll be an indicator of primary productivity? Learning Log for Online Activities / Chapter

22 PAGE 2 OBJECTIVE: to compare the actual data of the average net primary productivity for different ecosystems Scientists have collected data regarding the average net primary productivity in various ecosystems. In this activity you will analyze the actual data from the different ecosystems presented on the previous page. Click on the ecosystems represented by the green dots on the world map to reveal their average net primary productivity. Plot the graph by dragging the red markers next to the graph labels to the correct points on the graph. Also plot the graph on the grid below. Roll over info for an explanation of biomass and average net primary productivity. Temp deciduous forest Tundra Desert Open ocean Tropical rain forest Savanna Temperate grasslands Estuary Average net primary production (g/m 2 /yr) 1. What is meant by primary productivity and how does it differ from biomass in an ecosystem? 2. Which ecosystem has the highest level of primary productivity? Which ecosystem has the lowest level of primary productivity? 3. Productivity in terrestrial ecosystems is generally correlated with precipitation, temperature, and light intensity. This being the case, why is the primary productivity of the tropical rain forest considerably higher than that of the tundra? 312 Biology: Exploring Life

23 PAGE 3 OBJECTIVE: to build an energy pyramid that illustrates the loss of the available energy between trophic levels On the average, only about 10 percent of the energy (kcal) in organic matter in one trophic level is passed to the next higher level. This relationship is often depicted as a pyramid, which you will create in this exercise. In each box under Total energy, type in your estimate of how much stored chemical energy (in kcal) is available at each trophic level in the energy pyramid. The first entry is done for you. Roll over help if you need assistance calculating kcal for the remaining trophic levels. Tertiary consumers: kcal Secondary consumers: kcal Primary consumers: kcal Producers: 40,000,000 kcal Now click check your answer. 1. What is the ultimate source of energy for all the organisms in the energy pyramid? Explain. 2. The aquatic food chain in Activity 36.1 included many more krill than penguins. Hypothesize why. 3. Suppose that the leopard seal in the food chain in Activity 36.1 had 4,570 kcal of energy available. How many kcal would be available for the killer whale and Adélie penguin? 4. Higher trophic levels contain less energy and fewer organisms than lower trophic levels in most ecosystems. Why? Learning Log for Online Activities / Chapter

24 Online Activity Worksheet 36.3 Chemicals cycle in ecosystems. Examine the nitrogen cycle. OBJECTIVE: to explore the recycling of nitrogen atoms in an ecosystem Nitrogen is an essential building block of many life-sustaining molecules, such as proteins and DNA. While there is an abundance of nitrogen gas (N 2 ) in the atmosphere, plants cannot use this form of nitrogen and must get it from other sources. In this activity, you will see how nitrogen atoms flow through a terrestrial ecosystem with the aid of bacteria and fungi. Scroll down to reveal the controls. Then click the play arrow to start. Click on the numbers to continue the cycle. Answer the following questions in the spaces provided. 1. Bacteria play an important role in cycling nitrogen atoms through an ecosystem. List the four different types of bacteria that play key roles in this cycle. 2. How do plants use the nitrates and ammonium formed during the nitrogen cycle? 3. In naturally occurring soil, nitrogen is often a limiting factor of plant growth. To increase yields, farmers often provide extra sources of nitrogen. From your knowledge of the nitrogen cycle, which nitrogen compounds would these fertilizers contain? 314 Biology: Exploring Life