Name: Date: Block: Biology Ecology Unit Chapter 2 Study Guide 1. Directions: Use each of the terms below just once to complete the passage. Ecology Biotic factors Nonliving Environments Atmosphere Humans Organisms Soil Biosphere Abiotic factors Living organisms in our world are connected to other in a variety of ways. The branch of biology called is the scientific study of interactions between organisms and their, including relationships between living and things. All living things on Earth can be found in the, the portion of Earth that supports life. It extends from high in the to the bottom of the oceans. Many different environments can be found in the biosphere. All living organisms found in an environment are called. Bon living parts of an environment are called. For example, whales, trees, and are biotic factors. Ocean currents, temperature, and are abiotic factors. 2. Directions: Match the following terms with the best description. a. Community b. Competition c. Forest d. Population e. Ecosystem 1) A group of organisms of one species that interbreed and live in the same place at the same time. 2) A collection of interacting populations. 3) Interacting populations and abiotic factors in a community. 4) Increases when resources are scarce. 5) A terrestrial ecosystem. 1
3. Define the following terms: a. Energy pyramid: b. Trophic level: c. Biomass: 4. Directions: Read and highlight the following passage about the energy pyramid & then color the corresponding images that follow: 2
o A = first trophic level o A 1 = phytoplankton o B = second trophic level o B 1 = small crustaceans o C = third trophic level o C 1 = herring o D = fourth trophic level o D 1 = mackerel o E = fifth trophic level o E 1 = shark 3
5. Directions: Read and highlight the following passage about food chains & then color the corresponding images that follow: Define food chain: 4
o A = rice plants o B = humans o C = microorganisms o D = corn plants o E = beef cattle o F = phytoplankton o G = crustaceans o H = fish 6. Directions: For each of the following statements, write true or false. a. A habitat is the role a species plays in a community. b. Habitats may change. c. A niche is the place where an organism lives its life. d. A habitat can include only one niche. e. A species niche includes how the species meets its needs for food and shelter. 5
f. The centipedes and worms that live under a certain log occupy the same habitat, but have different niches. g. It is an advantage for two species to share the same niche. h. Competition between two species is reduced when the species have different niches. 7. Directions: Complete the table below by writing the kind of relationship described on the left. Relationships Among Organisms Description of Relationship Kind of Relationship a. Organisms of different species live together in a close, permanent relationship. b. One species benefits and the other species is neither benefited nor harmed by the relationship c. One species benefits from the relationship at the expense of the other species. d. Both species benefit from the relationship. 8. Directions: Answer the questions below. Use the food web diagram to answer questions 1-7. 1) How many food chains make up the food web? Identify them. 2) Name the herbivore(s)? 3) Name the autotroph(s)? 4) Which organism is a third-order heterotroph? To what trophic level does that organism belong? 6
5) Which organism is an omnivore? 6) Which organisms belong to more than one food chain? 7) Which organism belongs to more than one trophic level? 8) What are decomposers? Where would decomposers appear in this food web? 9) What does a pyramid of energy show about the amount of energy available at different trophic levels of a food chain? 10) Why do different trophic levels have different amounts of energy? 9. Directions: Write the letter of the choice that best completes the statement or answers the question. 1) Energy that is lost at each trophic level of an ecosystem is replenished by: a. heat c. sunlight b. nutrients d. organisms 2) Besides energy, what moves through the organism at each trophic level of an ecosystem? a. organisms b. nutrients c. sunlight d. cycles 3) Evaporation and condensation are part of the: a. carbon cycle c. phosphorous cycle b. nitrogen cycle d. water cycle 4) Plants lose water to the air through: a. condensation b. photosynthesis 5) Animals lose water when they: a. breathe in b. urinate c. their roots d. evaporation c. breathe out d. both b and c 6) The major process by which water in the atmosphere is return to the earth is: a. precipitation b. evaporation c. photosynthesis d. decomposition 7
7) Autotrophs and heterotrophs use carbon-containing molecules for energy and for: a. photosynthesis c. decomposition b. growth d. both a and b 8) What do plants use in photosynthesis to make carbon-containing molecules? a. carbon dioxide c. fertilizers b. carbohydrates d. oxygen 9) Heterotrophs get carbon-containing molecules by: a. making the molecules themselves c. decaying b. feeding on other organisms d. growing 10) When decomposers break down the carbon-containing molecules in dead organisms, a. the dead organisms are converted to coal b. oxygen is released c. carbon dioxide is released d. carbon dioxide is converted to energy-rich carbon-containing molecules 11) Fertilizers provide plants with: a. nitrogen c. water b. carbon d. oxygen 12) Which of the following convert(s) nitrogen from air into a form plants can use? a. bacteria c. sunlight b. lightning d. both a and b 13) Plants use nitrogen to make: a. carbohydrates b. nitrogen gas c. amino acids d. both b and c 14) An animal returns nitrogen to the environment when it: a. breathes c. urinates b. decomposes d. both b and c 15) Animals get phosphorous from: a. the air c. water b. eating plants d. the soil 16) Phosphorus in the soil comes from: a. rocks b. decaying organisms 10. Explain why plants are called autotrophs: c. the air d. both a and b 11. Food webs and food chains both involve multiple trophic levels. How do they differ? 8
12. Directions: complete the concept map on food needs in a community. Use these words or phrases once: heterotrophs, decomposers, do not make own food, absorb nutrients from dead organisms, eat autotrophs, eat other heterotrophs, herbivores, photosynthesis, autotrophs, carnivores. 13. Compare and contrast the terms population and community: 9
14. Directions: Read and highlight the following passage about food webs & then color the corresponding images that follow: Describe a predator prey relationship in our ecosystem: 10
o A = producers o A 1 = grasses o A 2 = water plants o A 3 = terrestrial plants o B = primary consumers o B 1 = field mouse o B 2 = grasshopper o B 3 = butterfly o B 4 = housefly o C = secondary consumers o C 1 = frog o C 2 = dragonfly o C 3 = bird o C 4 = snake o C 5 = coyote o C 6 = hawk 11
15. A Food Web: a. At which level of the food web is the supply of every the greatest? Explain. b. Which feeding relationship do first-order heterotrophs have in common? c. Which feeding relationship do second-order heterotrophs have in common? d. Use the image above to describe a food chain that includes a mountain lion and a shrub. e. How might the organisms pictured in the food web be affected if most of the mouse population was destroyed by disease? 12
16. Ecological Pyramids a. What is the source of energy for all ecological pyramids shown in the image above? b. In general, what kind of organism makes up the base of the pyramid of energy? Provide some specific examples. c. Examine the pyramid of energy shown in the image. Explain why only about 10% of the energy available at one trophic level is transferred to the next higher trophic level. d. How is the energy loss from one trophic level to the next reflected in the pyramid of numbers shown in the transparency? 13
17. Directions: Read and highlight the following passage about the carbon cycle & then color the corresponding images that follow: a. What are the forms in which carbon is found in the oceans? b. Identify the two major reservoirs of carbon dioxide on Earth. 14
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c. What is the process by which plants convert carbon dioxide into energy-rich carbon compounds? d. Explain what can happen over millions of years to the carbon compounds in organisms that die and decompose. e. What processes in the image above release carbon dioxide into the atmosphere? f. How do plants and animals help to maintain a balance of carbon dioxide in the atmosphere? g. Atmospheric carbon dioxide might produce a so-called greenhouse effect by trapping heat near Earth s surface. What human activities might tend to increase the greenhouse effect? 16
18. Directions: Read and highlight the following passage about the nitrogen cycle & then color the corresponding images that follow: a. What percent of the air consists of nitrogen gas? b. What is the role of decomposers in the nitrogen cycle? c. How do plants obtain the nitrogen they need? d. How do herbivores obtain the nitrogen they need? e. How do other animals obtain the nitrogen they need? 17
o A = atomosphere o B = nitrogen fixation o C = legume plant o D = nitrogen-fixing bacteria o E = ammonification o F = nitrification o G = nitrosomonas o H = nitrobacter o I = consumption by plants o J = consumption by animals o K= denitrification 18
19. According to the image above, how is nitrogen returned to the atmosphere? 20. What would be the impact on the nitrogen cycle if there were a decrease in decomposition in a given ecosystem? 21. What are decomposers? At which trophic level(s) do they work? 22. Explain why a food chain can have no more than three or four links. 23. Name at least two differences between food webs and food chains. 24. Name at least two similarities between food webs and food chains. 19
25. Directions: Read and highlight the following passage about the water cycle & then color the corresponding images that follow: Name at least 3 ways that water returns to the environment: a. b. c. 20
o A = precipitation over land o B = precipitation over ocean o C = transpiration o D = seepage from ground o E = runoff from surface o F = evaporation from ocean What is run-off? 21
26. Directions: Read and highlight the following passage about the phosphorus cycle & then color the corresponding images that follow: Write any 5 facts about the phosphorus cycle: a. b. c. d. e. 22
o A = erosion from rock o B = absorption by plants o C = concentration in plant tissues o D = plant consumption o E = grazing o F = plant waste o G = animal waste o H = runoff to ocean o I = marine sediment o J = geologic upthrust 23
27. Directions: The next set of questions refers to the food chain image. Write the letter of the word or phrase that best completes the statement or answers the question. 1) Energy flows from: a. coyotes to grasses. b. cats to mice. 2) The coyotes are: a. herbivores b. second order heterotrophs c. mice to cats. d. coyotes to cats. c. third order heterotrophs d. decomposers 3) How many trophic levels does the food chain include? a. one c. three b. two d. four 4) As matter and energy move from grasses to coyotes, the amount of available energy: a. always decreases and population size always increases b. always increases and population size always decreases c. always decreases but population size may increases or decrease d. increases or decreases but population size remains the same 5) Suppose 10,000 units of energy are available at the level of the grasses. What is the total number of energy units lost by the time energy reaches the coyotes? a. 90 units b. 990 units c. 9900 units d. 9990 units 28. Directions: For each statement, write true or false. a. Organisms interact with the non-living parts of their environment. b. Relationships between organisms are abiotic factors in ecosystems. c. In the carbon cycle, animals produce nutrients from CO 2 in the atmosphere. d. Commensalism is a relationship in which one species benefits while the other species is neither helped nor harmed. e. The temperature and precipitation in a certain land area influence the type of biome that is found there. 24
29. Directions: Use the diagram to complete the table. Classify each member of the food web as autotroph or heterotroph and identify each heterotroph as herbivore, carnivore, or omnivore. Then answer the questions that follow. Autotrophs Heterotrophs Type of Heterotroph 1. 4. 11. 2. 5. 12. 3. 6. 13. 7. 14. 8. 15. 9. 16. 10. 17. 30. How would you describe the marmot s habitat and its position in the food chain? 31. When a grouse eats berries, the berry seeds are eliminated as waste and may be dropped in another part of the forest where they may sprout and grow into new berry plants. How would you classify the relationship between the berry plant and the grouse? Explain your reasoning. 32. In Africa, Nile crocodiles can often be seen lying in the sun, their jaws held open. Small white egrets perch on the crocodiles backs or hop in and out of their mouths. The birds also peck at the crocodile s teeth, feeding on the scraps of food embedded there. Although crocodiles do eat some birds, they do not eat egrets. a. What is the term for the relationship between the crocodiles and the egrets? b. Explain this relationship. 25
33. Directions: Define each type of organism listed in the chart and write the name of a representative organism shown in the picture that follows. Type of organism Definition Example Autotroph Heterotroph Herbivore Carnivore Omnivore 26
34. Directions: Match the following terms with their correct definition: a. Autotroph b. Commensalism c. Decomposer d. Food chain e. Food web f. Heterotroph g. Parasitism h. Scavenger i. Trophic Level j. Habitat k. Community l. Biosphere m. Ecology n. Mutualism 1) Tiny organisms that break down and absorb nutrients from dead organisms 2) Obtains energy by feeding on other living organisms 3) A step in the passage of energy and matter through an ecosystem 4) The place where an organism lives out its life 5) The relationship between species in which one species benefits at the expense of another 6) Manufactures nutrients using energy from the sun or from chemical compounds 7) Collection of interacting populations 8) Simple model for showing how matter and energy move through an ecosystem 9) Eats dead organisms 10) Portion of the Earth that supports life 11) Relationship between species in which one species benefits and the other is neither harmed nor benefits 12) Network of interconnected food chains 13) Relationship between species in which both species benefit 14) The study of interactions among organisms and their environments 35. Directions: Circle or highlight the word in each set that includes the rest. a. Trophic level, food web, food chain b. Parasitism, commensalism, mutualism, symbiosis c. Organism, ecosystem, population, community d. Ecosystem, biotic factors, biosphere, abiotic factors e. Omnivores, consumers, carnivores, herbivores, scavengers, decomposers f. Evaporation, precipitation, water cycle, condensation, urination 36. Directions: Highlight the word or phrase in parentheses that correctly completes the statement. a. Wind, humidity, and (mosses, rocks) would be considered abiotic factors in a terrestrial ecosystem. b. The size of a population does not directly depend on the availability of (food, decomposers). c. To show how the dry weight of living material at each trophic level of a food chain changes, you could use a pyramid of (numbers, biomass). 27
d. In the nitrogen cycle, bacteria and (lightning, decomposers) convert atmospheric nitrogen into nitrogen compounds usable by plants. e. Some energy that passes through the food chain is lost to the environment as (heat, matter). f. Carbon and nitrogen are released back into the atmosphere during (symbiosis, decomposition). g. Both the alga and the fungus of a lichen benefit from their relationship. This relationship is called (mutualism, commensalism). 37. Directions: Use the diagram to answer the next set of questions. a. Describe a food chain using organisms in the image. b. Which organisms are carnivores? c. How many trophic levels are included in the image? d. Which trophic level has the least biomass? e. How does the biomass of the autotrophs compare with the biomass of the herbivores? 28