Unit 2: Ecology
Unit 2: Ecology
Test Date: ___________________________
|Fundamental Concept and Skill |Reading |
|1. Organization of Life (from lowest to highest) |p. 64 |
|Organism: individual species (groups of organisms can interbreed and have viable offspring). | |
|Population: groups of individual species. | |
|Community: made up of several populations of species. | |
|Ecosystem: is made up of the interactions among the populations and their abiotic influences in the community. | |
|Biome: large group of ecosystems that are grouped according to their climates. | |
|Biosphere: larger portions of the earth that can support life (e.g. atmosphere, soil, water). | |
|2. Illustrate energy flow in a community by correctly drawing a food chain and a food web including producer, primary, secondary and tertiary |pp. 67-73 |
|consumers. | |
|Energy enters and leaves an ecosystem. | |
|Energy from the sun enters an ecosystem through producers (autotroph) at the 1st trophic level. | |
|Energy flows from the primary producers (1st trophic level), to the | |
|first order consumers (heterotroph, herbivore, 2nd trophic level), to the | |
|second order consumers (omnivore, carnivore, 3rd trophic level), and to the | |
|tertiary consumers (mainly carnivore, 4th trophic level). | |
|As energy flows from one level to another a large part of it is lost through heat and work done by organisms. As you go from one level to the | |
|next in the food chain energy deceases by 10% each step, thus creating an energy pyramid. | |
|A food chain diagram must start with a producer, and the arrows must point in the direction of energy flow. For example, the arrows will point | |
|from producers to the primary consumer. | |
|The flow of energy is recycled by decomposers and scavengers. Their niche is to assist in breaking down dead or decaying material as their food| |
|source. | |
|3. Describe ways that organisms in an ecosystem cooperate and compete. |p.93 |
|Symbiosis: close and permanent relationship between organisms of different species. | |
|Parasitism: relationship when one organism benefits and the other is harmed (ex: fleas on a dog). | |
|Commensalism: relationship when one organism is benefited and the other is neither harmed nor benefited. (ex: remora on a shark). | |
|Mutualism: relationship when both organisms benefit (ex: elephant and bird) | |
|Competition: organisms compete for resources such as food, space, sunlight, mates, water, etc. | |
|4. Population Biology |pp.119-123 |
|Types of growth: | |
|Linear growth: straight line | |
|Exponential growth: “j” shaped curve | |
|Carrying Capacity: the number of organisms an environment can support over time. Is represented by the letter “k” | |
|Density dependent factors: disease, competition and parasites increase as density of population increases (ex: 3rd world country diseases). | |
|Density independent factors: abiotic factors such as weather | |
|Predation: the relationship between predator and prey. | |
|Demographic trends: effects of birth and death rate | |
|5. Describe how nutrients (matter) cycle in ecosystems; Nitrogen, Carbon and Water |pp. 74-79 |
|Carbon dioxide is fixed into carbohydrates by producers. | |
|The carbon from the producers passes to the consumers | |
|Through cellular respiration, both producers and consumers make carbon dioxide. | |
|When consumers breathe, they release carbon dioxide into the atmosphere. | |
|When consumers decompose by either decomposers/burning, carbon dioxide is released into the atmosphere. | |
|Carbon exists in the soil as fossil fuels. The only way to return to the soil is decomposition. | |
|Nitrogen from soil is absorbed (fixed) by the roots of producers and when producers are eaten the nitrogen is passed into the herbivore where | |
|they help make proteins. When the organism dies the nitrogen is released into the atmosphere/soil. | |
|Water Cycle : evaporation (from large bodies of water) and transpiration (from plants) and respiration (from animals) forms precipitation which | |
|is reabsorbed into the ground or runs of into large bodies of water. | |
|6. Describe the patter of succession in an ecosystem. |pp. 94-97 |
|Primary succession: new land (volcano, glacier) begins to be inhabited by a pioneer species (producers) which eventually develops into a complex| |
|community. | |
|A piece of land in Northern Virginia is cleared so that nothing remains but the soil (secondary succession). | |
|Seeds borne by the wind fall onto the soil. The fast growing, shallow rooted, sun-loving plants will grow first (and fastest). | |
|Insects borne by the wind live on the plants. | |
|These plants and insects live and die, decompose and build up the soil, changing the environment and making the environment more hospitable for | |
|different species of plants and organisms (weathering turns exposed rock to soil). | |
|Climax Community: a stable mature community that undergoes little change and which maintains itself if left undisturbed. | |
|7. Biomes |pp. 98-112 |
|Be able to compare and contrast the 8 different biomes. | |
|How do biomes relate to longitude and latitude? | |
|Ice, Tundra, Taiga (coniferous forest), temperate (deciduous) forest, tropical rain forest, grassland (and savanna), desert, water (fresh and | |
|marine). | |
|8. Environmental Influences |pp.119-123 |
|Limiting factors are biotic and abiotic factors that restrict the life of an organism. | |
|Biotic factors: any living organism that affects the life of another organism. | |
|Abiotic factors: nonliving influences on an organisms life. | |
|Range of Tolerance ability to withstand fluctuations in biotic and abiotic environmental influences. | |
|Assessments and Activities: |
|Vocabulary for unit |
|Food Chain and Food Web Design (the Biological Budget) |
|Biome Project |
|Oh Deer! |
|How much Soda? |
|Lions and Hyenas movie |
|Biodiversity (types of trees) |
|Nitrogen Cycle game |
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